We hope that teachers will find these workbooks useful in their everyday teaching and in ensuring that their learners cover the curriculum. We have taken care to guide the teacher through each of the activities by the inclusion of icons that indicate what it is that the learner should do.
Mr Enver Surty, Deputy Minister of Basic Education
We sincerely hope that children will enjoy working through the book as they grow and learn, and that you, the teacher, will share their pleasure. We wish you and your learners every success in using these workbooks.
ISBN 978-1-920458-60-7
9 781920 458607
GRADE 5 – BOOK 1 TERMS 1 & 2 ISBN 978-1-920458-60-7
THIS BOOK MAY NOT BE SOLD. Grade 5 Lit Cover FB English.indd 3
j
r g
m
a b c
Grade Name: ISBN 978-1-920458-60-7
ENGLISH HOME LANGUAGE
abcde fghi j klmnop qrstu vwxyz
ENGLISH HOME LANGUAGE – Grade 5 Book 1
Mrs Angie Motshekga, Minister of Basic Education
The Rainbow Workbooks form part of the Department of Basic Education’s range of interventions aimed at improving the performance of South African learners in the first six grades. As one of the priorities of the Government’s Plan of Action, this project has been made possible by the generous funding of the National Treasury. This has enabled the Department to make these workbooks, in all the official languages, available at no cost.
d d an d e s i Rev aligne S CAP
5
Class:
ENGLISH HOME LANGUAGE
These workbooks have been developed for the children of South Africa under the leadership of the Minister of Basic Education, Mrs Angie Motshekga, and the Deputy Minister of Basic Education, Mr Enver Surty.
Book 1 Terms 1 & 2 2013/07/12 11:46 AM
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The writing process
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P lan
Decide on your topic. Talk to your group to gather ideas. Use a mind map to clarify your ideas about the plot, characters and setting.
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e s i v e R
Read the draft critically and get feedback from your classmates and teacher.
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While reading, pause occasionally to check that you understand. Compare your predictions with what you read. If you can’t work out the meaning of unknown words use a dictionary. If you don’t understand a section read it again slowly. Read it aloud.
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t-re adi ng s o P 11 12 1 12 12
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Write your edited draft neatly as your final version.
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Try to remember specific information. Make a mind map of key ideas. Write a summary to help you remember key ideas. Use ideas from what you read in your own writing.
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Grade 5 Lit Cover FB English.indd 4
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© Department of Basic Education Fourth edition 2014
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Edit to check spelling and punctuation. Make corrections to the draft.
ISBN 978-1-920458-60-7
5
33
Think about what you already know about the topic Think about the author and the date of the publication. Read the first and last paragraphs of a section. Try to predict what the text will be about.
Re adi ng
11 10 11
Published by the Department of Basic Education 222 Struben Street Pretoria South Africa
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Write your first draft. When you do this think about your audience. Also think about the structure and each paragraph you will write.
The reading process
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The Department of Basic Education has made every effort to trace copyright holders but if any have been inadvertently overlooked, the Department will be pleased to make the necessary arrangements at the first opportunity.
This book may not be sold.
11
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2013/07/12 11:46 AM
Grade
5
H om e e
IN ENGLISH This book belongs to:
ENGLISH
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Book
1 Eng Lang Gr5 BK1 TH1.indd 1
2013/07/19 3:19 PM
C o n t e n t s
HL_GR5_ENG_BODY_BK1.indb 2
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C o n t e n t s
Theme 1: Telling tales Stories Term 1: Weeks 1 – 2 1 Pele – a great soccer player
2
Talks about a picture relating to the story Talks about a picture relating to the story Reads a text about Pele, the soccer player Answers specific questions based on the text Expresses feelings and ideas about Pele Identifies questions and answers them Matches words with their meanings 2 More about Pele
4
Discusses questions in groups Answers questions about character, place and main idea of a story Plans a summary using a mind map Writes a summary Reads a book review Answers questions about the review Identifies the author, the title and the content of the book review Gives an opinion with a reason Completes sentences using past tense verbs Changes sentences from the past to the present tense
8
Orders sentences Uses a spider web to plan a review Writes a review under prescribed headings Draws a picture showing what the book is about 5 A change in attitude
10
Works in a group Uses a given plot to plan a story Gives the story a title Writes an introduction to the story HL_GR5_ENG_BODY_BK1.indb 1
12
14
Presents a speech entitled ‘Why sport is important’ Assesses the speech given by group Reads a passage about Pele’s last game Answers questions about the passage Identifies synonyms in a sentences
16
Writes a play about Pele Presents the play to the class Writes a review of the play identifying what the play is about, who the characters are, the kind of language used, reasons why someone should or should not see the play Uses full stops, capital letters, commas, question marks and quotation marks in a given passage Makes a list using the present simple tense Writes sentences in the simple past tense
18
Identifies the differences between two pictures Reads a text on the riverine rabbit Answers questions on the text 10 More about the riverine
rabbit
20
Identifies topic and supporting sentences Completes a mind map about the riverine rabbit Write a summary of the passage on the riverine rabbit 11 Numbers tell a sad story
Reads a graph about the riverine rabbit Understands and writes about a graph of the riverine rabbit
Identifies meanings of words Recognises synonyms Writes words in a dictionary Joins sentences using conjunctions and, but, because, if, so and when 12 Learning about rabbits
24
Write sentences in a logical order to form a clear paragraph Identifies the topic sentence of the paragraph Uses connectives to link sentences: first, then, next, afterwards, finally Writes a clear, ordered paragraph 13 Wild and tame rabbits 26 Reads a text on tame and wild rabbits Answers questions on the text Writes down a heading for the text Tabulates the differences between wild and tame rabbits Identifies facts Uses the infinitive form of the verb 14 A look at tame and wild
rabbits
28
Writes a paragraph stating how the wild rabbit looks after her young Corrects sentences using the singular and plural form of the verb Identifies finite verbs and infinitives in sentences Writes a summary of the text on Different kinds of Rabbits 15 Looking at figures of speech 30
Informative texts Term 1: Weeks 3 – 4 9 A very special rabbit
Discusses a picture Reads a story about a young boy who learns to enjoy sport Answers questions about the story Expresses feelings and opinions about the story Writes a paragraph Gives the story a title Identifies proper and common nouns 6 Writing some more
7 Pele’s last game
8 Bringing it all together
3 Portia reviews a soccer story 6
4 Writing a review
Describes the setting of the story Identifies the characters in the story Identifies the plot of the story Brings the story to a climax Uses prefixes to form new words Uses suffixes to form new words Rewrites sentences using commas appropriately
22
Reads a text about an imaginary reptile Identifies metaphors in the text Matches idioms with their meanings Identifies idioms in sentences Recognises personification Matches proverbs with their meanings 16 Another look at writing
32
Brainstorms an essay about an animal Plans an essay on an animal using a spider map Writes an essay stating where the animal lives, its shape and size, how it communicates ,how long it lives and whether it is endangered or not
1 2013/07/12 8:05 AM
Term 1 – Week 1–2
222 1
Pele – crazy about soccer Talk about the picture Let’s talk
Soccer is one of the most popular games in the world. Do you like it? Who is your favourite soccer star? What makes him or her your favourite? Do you look up to him or her? Why?
“When I hear the Brazilian National Anthem, I feel I am in a dream. I try to concentrate on how I will play but I keep on thinking: how is it possible that I am here, in the Brazilian team, in Sweden, about to play football for my country? It has to be a dream!” Let’s read
This is Pele at 17, playing his first game in the 1962 World Cup soccer finals. Who is this boy? How did he get to the World Cup? How does he feel about football, the game that made him famous? Pele lived in a small town in Brazil. His family was very poor. Pele was the kind of boy who was playing football when he was supposed to be at school. He was lucky because his father was also a football player and taught him that smoking and drinking weren’t good for him. Pele says, “Brazilians are crazy about soccer. They learn to kick as soon as they stand. Walking comes later.” He started his first soccer club, The Shoeless Ones, at the age of 10. He was very good. At 14 he played for a local soccer club. At that time he was doing very badly at school. He was too interested in playing soccer. He had failed one year. He left school at 14 and started working in a shoe factory. When he was much older he felt very bad about leaving school. He went back to school and then went to university after he got married and had a child. At 15, he went to play soccer for a famous team called Santos. Two years later he played for Brazil at the 1958 World Cup in Sweden. He scored ten goals at the championship, which Brazil won. After that, he played in many matches and scored more than 1 300 goals. Why was Pele so successful? There are many reasons. Firstly, he loved soccer. Secondly, he was very clever about the way he played the game, and, lastly, he didn’t play only for himself, he played for the team. Pele was not only a great soccer player. He also worked hard for the rights of soccer players. He made sure that when they were sick or hurt they still got paid.
2 HL_GR5_ENG_BODY_BK1.indb 2
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ular e r our im
as also
Date: Let’s write
How did Pele feel when he played his first match for his country? Pele believed in keeping healthy. How do you know this? Pele went back to school when he was married. Do you think this was easy or hard for him? Say why. Why do you think Pele was a great soccer player? Who is speaking in the first paragraph? Do you think Pele was proud to play for Brazil? How do you know this? Children usually crawl before they walk. What does Pele say kids do in Brazil? Three questions are asked in paragraph two of the story. Write them down. Then write the answers to the three questions. Question 1
he
Answer
had h sity
Question 2
razil on.
as
He
Answer Question 3 Answer
Let’s write
Match the words with their meanings. Draw a line from each word on the left to its meaning on the right.
concentrate
well known
famous
involved
interested
finals
championship
victorious
successful
focus
3 HL_GR5_ENG_BODY_BK1.indb 3
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Term 1 – Week 1–2
222 2
More about Pele Let’s write
First discuss these questions in your groups. Then write down the answers.
Who is the main character in this story?
Why do you think he is the main character?
In your own words, write down where the story takes place.
Use your own words to write down what you think the main idea of the story is.
You are going to write a summary of the story about Pele. Use the mind map to plan your summary. Let’s write
In each block write down a main idea or a topic sentence. Use some of these ideas and the information on the previous page for your main ideas. the sport he loved
his family
the club he started where Pele lived schooling Olympic games
reasons for his success first team he played for
4 HL_GR5_ENG_BODY_BK1.indb 4
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Date:
Date:
Use a mind map to help you to plan your writing Write a rough draft Ask a friend to edit the draft Revise your text and make the necessary corrections Then write it neatly in your book.
us Let’s write
Discuss your summary with your group. Now write your summary.
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 5
Date
5 2013/07/12 8:05 AM
Term 1 – Week 1–2
3
Portia reviews a soccer story Let’s read
Read this book review about a story written by Pele’s cousin, Sam.
Soccer Sam
By Portia Nchabeleng
At the beginning of the story Sam goes to meet his cousin Pele, who arrives from Brazil. At school Pele does not know how to play cricket, rugby or tennis. He also does not like learning much. He loves just one sport: soccer! Pele teaches his fourth grade friends how to play soccer. Read this book to find out if they can beat the fifth graders. I like this book because I like soccer. The pictures are drawn well and are colourful and the characters look like they are really playing soccer. I like the author’s writing because he brings soccer to life. I think people who like soccer should read this book as I thought the writing was excellent and the story was exciting.
Let’s write Answer these questions about the book review.
What is the title of the book?
Who wrote the book review?
What is the book about?
Why does Portia like the story?
Does she think other children would enjoy it? Say why.
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Date:
Let’s write
Change the sentences below from then to now, and write down the new sentences.
Example Pele lived in a small town in Brazil.
Pele lives in a small town in Brazil.
Why was Pele so successful?
He started his own soccer club.
He left school to play soccer.
He helped many soccer players.
Pele was a great soccer player.
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 7
Date
7 2013/07/12 8:06 AM
Term 1 – Week 1–2
4
Writing a review Let’s write
These sentences are in the wrong order. Put them in the right order and number them.
I think children who like soccer should read this book. Read this book to find out if they can beat the fifth graders. He loves one sport: soccer! At school Pele does not know how to play cricket, rugby or tennis. I like this book because I like soccer. I like the author’s writing because he brings soccer to life. I thought the writing was excellent and the story was exciting.
Let’s write
You are going to write a review of the story about Pele. First, plan your review. Use this mind map to plan your review.
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Date:
N E W O R
Now write your review. Let’s write
D S
Write four sentences under each heading.
The story is about
Pele is a good example for young people because
I liked/did not like this story because
You should/should not read this story because
Now draw a picture showing what the story is about. Give your picture a heading. Fun
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 9
Date
9 2013/07/12 8:06 AM
Term 1 – Week 1–2
5
A change in attitude Let’s talk
Discuss the picture in your group.
What do you think the boy is interested in? Do you think he likes playing sport? How do you know this? If you were his friend, what would you persuade him to do? Tell your friends in your group. I never loved soccer. Not Let’s read because I didn’t find it interesting, but because I never understood the game. Quite silly if you ask me! Two teams kicking a ball into a giant net. In the 90 minutes they do this, I can read through an interesting book! I was a disappointment to my father. He even gave me a football with Pele’s name on it for my birthday. Funny looking thing. It was wrapped in gift paper and there was a card that read “Happy birthday Xolisa, love from Mum and Dad”. I put the ball, still in its gift paper, on my study table – just to look at. One day, my new friend came to visit. “Don’t you go out to play?” he asked. “No!” I answered as quickly as I could. He rolled his eyes and fixed them on the football that was on my study table. “Whose is that?” he asked excitedly. “Mine,” I said. He reached for it. He took off the packaging and bounced the ball all over the place. “Come, let’s go. We’ll play outside with this!” I nodded. It was my ball so I followed him! I left my book on the bed. I had no idea what I had to do standing in the middle of the field. I just stood there looking at my new friend as he played happily with my ball. He kicked the ball in my direction. I was new and didn’t know what to do. I picked up the ball and ran with it. “Kick it at me!” he screamed from across the field. So I placed the ball near my feet and kicked it as hard as I could. It was a bad kick and the ball hit the girl standing in front of me. How embarrassing! Luckily it didn’t hurt her! Soon, other kids joined us. Everyone quickly got into two teams. I didn’t know the rules then, but watching others and running just for the sake of keeping up in the game, I quickly learned. I didn’t kick a goal, but that didn’t matter. To my surprise, I enjoyed the experience – even the sweat and the mud. Afterwards, I dribbled the ball all the way home. When Mum saw me she could barely speak. Then she smiled and said, “Take off those shoes here, mister. I don’t want mud in my house!” I ran inside, hopping all the way to the bathroom. From that day onwards, I loved playing soccer and I even practise it in my room sometimes!
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Date:
Let’s write
Answer these questions.
Why do you think Xolisa was a disappointment to his father?
Did he enjoy playing sport? Say why.
What was he interested in?
Write a paragraph in your own words saying what happened when his new friend came to visit him.
How did his mother feel when he came home with muddy feet?
Give the story a title.
Let’s write
Read the following extract taken from the story. Underline all the common nouns in red and circle the proper nouns in blue.
I never loved football. Not because I didn’t find it interesting, but because I never understood the game. Quite silly if you ask me! Two teams kicking a ball into a giant net. In the 90 minutes they do this, I can read through an interesting book! I was a disappointment to my father. He even gave me a football with Pele’s name on it for my birthday. Funny looking thing. It was wrapped in gift paper and there was a card that read “Happy birthday Xolisa, love from Mum and Dad”. I put the ball, still in its gift paper, on my study table – just to look at! TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 11
Date
11 2013/07/12 8:06 AM
Term 1 – Week 1–2
6
Writing some more Let’s write
Work in groups.
Use a mind map to help you to plan your writing Write a rough draft Ask a friend to edit the draft Revise your text and make the necessary corrections Then write it neatly in your book.
Use this plot to plan a story: Girl or boy comes from a poor community; she or he is a superb athlete; girl or boy wins an international race or girl or boy becomes rich and famous.
A plot is an outline of what happens in a story.
Give your story a title. Write an exciting introduction or beginning.
What is the setting? Where and when did the story happen?
Who are the characters?
How does the story end?
12 HL_GR5_ENG_BODY_BK1.indb 12
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Date:
Let’s write
repremis -
Here are some common prefixes with their meanings.
again or back before wrong
PREFIXES You add prefixes to a root word to make another word.
disununder-
not not below
Now write the correct prefix next to each root word. play
to play again
ground
below the ground
honest
not honest
treat
treat wrongly
happy
not happy
view
view again
Let’s write
-able
SUFFIXES You add suffixes to the end of a root word to make another word.
Here are some common suffixes. -ful
-est
-less
-er
Use each of the suffixes to make words that have these meanings: without fear able to be done
Let’s write
the most tall
with care
without worth
Rewrite the sentences. Fill in the commas in the right places.
Commas are used to separate things in a list, unless the next word is “and”.
My dad and I like to go fishing swimming and hiking on the weekend.
I like to watch movies read books and study.
Xolisa does not know much about cricket soccer and rugby.
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 13
Date
13 2013/07/12 8:06 AM
Term 1 – Week 1–2
7
Pele’s last game Let’s talk
Read the passages about Pele again, and then, in your group, talk about the importance of sport. Now present to your group a speech about Why sport is important.
Assess everyone’s speeches using the table below: 5 is very good; 4 is good; and 3 needs improvement. `
5
4
3
The message is complete and clear. She/he uses strong supporting details. She/he speaks clearly and looks at the listeners. She/he speaks in a normal voice that is loud enough to be heard. She/he speaks smoothly and does not say “um,” “uh,” or “and” too often. The message is easy to follow and holds the listener’s attention. She/he has a strong beginning, middle and end. She/he uses a variety of interesting words. Her/his sentences are correct and easy to understand.
Let’s read
They say all good things must come to an end and that proved to be true in 1977 as the career of the world’s most famous footballer came to a close. That was when Brazilian legend Pele played his last game at Giants Stadium in New York.
The President of the United States, Jimmy Carter, made a speech for Pele and he was joined by Muhammad Ali, who said, “I don’t know if he’s a good player, but I’m definitely prettier than him.” Ali later admitted that “now there are two sportsmen who are the greatest”, confirming his place and Pele’s as the planet’s two most recognisable sports stars. Pele scored his final goal with a thirty-yard free kick while the crowds shouted, “Pele the King!” At halftime Pele’s number ten shirt was retired and at fulltime there were more speeches and flag-waving to complete the pomp and circumstance of the day. The only sour note was the fact that it was pouring cats and dogs by the end of the game, but a Brazilian newspaper explained that it was because “even the sky was crying.”
14 HL_GR5_ENG_BODY_BK1.indb 14
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Date:
SYNONYMS
Let’s write
Why was 1977 a special year for Pele?
Synonyms are words that mean the same, or nearly the same, as another.
Mohammad Ali was a boxer. Why do you think he referred to himself as being “pretty”?
Ali said that he and Pele were the two most famous sportsmen on the planet. What planet was he talking about?
Why were the “skies crying”?
Let’s write
Choose the word that is nearly the same in meaning as the words in bold. Write it down next to the correct sentence.
unpleasant
raining
ceremony
withdrawn
finish
They say all good things must come to an end. Pele’s number ten shirt was retired. At full-time there were more speeches and flag-waving to complete the pomp and circumstance. It was pouring cats and dogs. The only sour note of the day was …
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 15
Date
15 2013/07/12 8:06 AM
Bringing it all together Let’s put on a play.
Term 1 – Week 1–2
222 8
Fun
Get together in your groups. Put on a play about Pele. Have at least four characters in your play. After you have practised your play, present it to the class.
Let’s write
Now write a review of the play. Use this outline to write your review.
What the play is about:
Use a mind map to help you to plan your writing Write a rough draft Ask a friend to edit the draft Revise your text and make the necessary corrections Then write it neatly in your book.
The actors: Were they believable? Did they speak clearly and loudly enough? Did their gestures and body movement tell you about the character? Who was particularly good and why?
Language: Was the story clear? Did you understand what the characters were saying? Was the language use interesting? Did you want to listen to the actors?
Why you should/should not see this play:
16 HL_GR5_ENG_BODY_BK1.indb 16
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Date:
Date:
Let’s write
Fill in the full stops, capital letters, commas, question marks and quotation marks.
Use quotation marks before and after the exact words of a speaker or writer. Examples: The
teacher said, “Did you do your homework?” “I know the answer,” she said.
when i play soccer i feel unbeatable and my mind is cleared i feel happy and all the stress i have goes i also love to write because i have an imagination i feel different emotions and when i do i write them down mostly i write what i cannot say to people and make them into stories someday i hope that someone will see me play, or read one of my stories and feel happy i often say to my mom i really love what I do
Let’s write
Make a list of what you do every day. Use the present simple tense. Examples: I get up. I go to school.
You use the present simple tense when you want to talk about something you do regularly. “I usually catch the bus.” You also use it to talk about facts that are generally true.
Write down what you did when you put on your play. Write your sentences in the simple past tense. Examples: I practised my lines. I spoke loudly and clearly.
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 17
Date
17 2013/07/12 8:06 AM
Term 1 – Week 3–4
222 9
A very special rabbit Let’s talk
Look at the pictures.
Look at the picture on the left. What do you see? Look at the picture on the right. What do you see? Are the pictures different? What are the differences?
Let’s read
Riverine rabbits are found only in South Africa, in the Karoo. Unfortunately they are our most threatened mammals. They are in danger of disappearing forever. Riverine rabbits live along rivers in the Karoo. The soil there allows them to dig burrows. Riverine rabbits need burrows to raise their babies, which are tiny when they are born – just a bit bigger than a matchbox. The babies are called kittens. Some farmers have ploughed up the land next to the rivers. So the bushes and shrubs riverine rabbits need have been destroyed. There are fewer and fewer places where these rabbits can live and look after their kittens. The South African Wildlife Society is trying to save the riverine rabbits. Some farmers in the Karoo have agreed to protect the rabbits on their farms. There is also a breeding programme at De Wildt Nature Reserve. There they breed the rabbits in safety. They hope to return these rabbits to the Karoo, where they belong.
18 HL_GR5_ENG_BODY_BK1.indb 18
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? es?
Date:
Let’s understand
Reread the passage about the riverine rabbit.
This piece of writing gives us information. What information does it give us?
Are riverine rabbits like ordinary rabbits?
Why do you think they are called riverine rabbits?
Is the riverine rabbit in danger? Say why.
What do you think we can do to save the riverine rabbit? Write two sentences.
Where is the riverine rabbit found?
How big are the babies when they are born?
Why are there so few riverine rabbits left? Write two sentences.
What are the farmers doing to save the riverine rabbit? Write down two things.
What does the breeding programme hope to achieve?
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 19
Date
19 2013/07/12 8:06 AM
Term 1 – Week 3–4
222 10
More about the riverine rabbit Let’s write
Circle the topic sentence of each paragraph in blue; underline the supporting sentences in red.
A topic sentence summarises the main idea in a sentence.
Riverine rabbits are found only in South Africa, in the Karoo. Unfortunately they are our most threatened mammals. They are in danger of disappearing forever. Riverine rabbits live along rivers in the Karoo. The soil there allows them to dig burrows. Riverine rabbits need burrows to raise their babies, which are tiny when they are born – just a bit bigger than a matchbox. The babies are called kittens. Some farmers have ploughed up the land next to the rivers. So the bushes and shrubs riverine rabbits need have been destroyed. There are fewer and fewer places where these rabbits can live and look after their kittens. The South African Wildlife Society is trying to save the riverine rabbits. Some farmers in the Karoo have agreed to protect the rabbits on their farms. There is also a breeding programme at De Wildt Nature Reserve. There they breed the rabbits in safety. They hope to return these rabbits to the Karoo, where they belong.
Let’s write
The seven sentences below are about the riverine rabbit. Five of them are about the same topic, but two don’t belong because they are about something else. Which sentences don’t belong? Underline them.
Riverine rabbits live along the riverbeds in the Karoo. The soil in the Karoo is good for making their burrows. They eat plants that grow along the river. The baby is the size of a matchbox. They are in danger of disappearing. Farmers are ploughing along the rivers and destroying their burrows. The kittens are very tiny.
20 HL_GR5_ENG_BODY_BK1.indb 20
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Date:
Now complete this mind map about the riverine rabbit.
Characteristics (what they look like and what they like)
Food
The riverine rabbit
Habitat (place where they are found)
Let’s write
Use the topic sentences that you circled in the first passage to write a summary of what it says about the riverine rabbit.
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 21
Hints for writing a summary: Read the text quickly in order to find the main ideas (skimming). Make sure that you’ve got all the main ideas (scanning). Underline the most important words. Write down the keywords. Use the keywords in simple sentences. Combine the simple sentences by using conjunctions. Compare the original.
Date
21 2013/07/12 8:06 AM
Term 1 – Week 3–4
222 11
Numbers tell a sad story Let’s read
Look at the graph. Read the numbers on the left, and the dates along the bottom.
Let’s understand
Work out what the graph tells us. Then answer the questions.
1 600 – 1 400 – 1 200 – 1 000 – 800 – 600 – 400 – 200 – 0– 1995
2000
2005
2010
What does the graph show?
How many riverine rabbits were there in 1995?
In what year were there the least riverine rabbits?
Did the number of riverine rabbits increase between 2005 and 2010? Why?
The rabbits are an endangered species . What does this mean? Choose one of the three answers below.
1. They are in danger of disappearing forever. 2. They are being moved to another part of South Africa. 3. They are being moved to farms outside the Karoo.
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Date:
N E W O
Let’s write
R
In each row, match the first word, in bold, with its meaning from the list. Some of the words in the list mean almost the same thing. Choose the best word.
D S
Write the words in bold in your dictionary. threatened
gone
unhappy
dying out
horror
mammals
birds
bees
animals
frogs
disappearing
getting less
fading
increasing
appearing
burrows
tunnels
pits
holes
trees
destroyed
frightened
hurt
deserted
damaged
Let’s write
Join each pair of sentences to make one sentence. Use some of these words to join them:
Example: The riverine rabbits are in danger of disappearing.
if
when but
because and
so
The wildlife society is trying to save them. The riverine rabbits are in danger of disappearing so the wildlife society is trying to save them. Riverine rabbits need to make burrows along the side of rivers. Farmers are ploughing up land next to the rivers.
There is a breeding programme. They breed the rabbits successfully.
They hope to take the rabbits back to the river. The rabbits are ready.
The rabbits will not be endangered. The programme is successful.
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Date
23 2013/07/12 8:06 AM
Term 1 – Week 3–4
222 12
Learning about rabbits Put these sentences in the right order so that your paragraph is logical and clear. Let’s write
After reading this book, readers will know not just how rabbits act, but why they act as they do. They come in a variety of sizes, colours and coat types. This informative book teaches readers how to care for their rabbits, regardless of type. There are over forty different types of rabbits in the world. There are daily feeding suggestions, as well as information about cleaning responsibilities and recommendations about exercise.
Write down the topic sentence of your paragraph.
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Date:
r. Let’s write
Use these connectives to link the sentences below and write a clear paragraph. next
finally
How to clean a rabbit hutch
afterwards
first
Take your rabbit out of the cage. Put him in an exercise pen or crate. Scoop up the dirty shavings and put them in the bin bag. Wash and disinfect the floor of the hutch. Dry the floor with an old towel. Put down new shavings. Make sure there is clean water and food.
Let’s write
Write a paragraph about the decrease in riverine rabbits between 1995 and 2010. Your paragraph should be no longer than eight lines. The graph in worksheet 11 has some information that will help you to write your paragraph.
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 25
then
Date
25 2013/07/12 8:07 AM
Term 1 – Week 3–4
222 13
Wild and tame rabbits Let’s read
There are wild rabbits and tame rabbits. Tame rabbits can be gentle and loving pets. Wild rabbits live on every continent except Antarctica. All tame rabbits are descendants of European rabbits, which are also called common rabbits. You find both big and small rabbits. Some rabbits have narrow, pointed heads while others have broad, flat heads. The different rabbits have different coloured fur: wild rabbits have a brownish fur but domestic rabbits have short fur that can be white, black or grey. Their fur keeps them warm. Rabbits have powerful hind legs which they use to hop. They can run as fast as 23 kilometres an hour, and many can jump more than 5 metres. A rabbit depends on its excellent hearing to catch sounds coming from any direction. A rabbit’s eyes are on the sides of its head. Because of this, it can see on both sides as well as to the front and back. Rabbits can also see well in the dark. A rabbit has a good sense of smell, too. Rabbits eat leafy plants. Their front teeth never stop growing, and biting and chewing helps to stop these teeth from getting too long. During the winter months, they live on bark, twigs and the old fruit of bushes and trees. Rabbits are nocturnal. They eat and play most of the night from dusk to dawn. During the day they rest and sleep. A well-cared-for pet rabbit can live eight to twelve years. In the wild a rabbit may live to be about five years old. A male rabbit is called a buck, a female rabbit is called a doe and baby rabbits are called kittens. They are born with their eyes closed and without any fur. To keep their kittens warm, the mother covers them with grass and bits of her fur in a nest that she digs in the ground. At about a week old, the kittens have opened their eyes and have grown a coat of soft fur. When they are about two weeks old, the kittens leave their nest. Their mother only nurses them for the first few weeks of their lives. Then they begin to find their own food. When they are about six months old they begin to raise their own young.
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Date:
N E W O R D S
Let’s write
What is this piece of writing about?
Give this piece of writing a heading.
In the table below write down five differences between tame and wild rabbits. Tame rabbits
Wild rabbits
Write down five facts from the text.
Complete the sentences using the infinitive form of the verb given in the brackets. Do you want
(clean) the rabbit hutch with me? (leave) yet – it’s not late.
You don’t need Don’t forget I want
(take) clean hay and straw for your rabbit. (go) and see my friend’s rabbits on Sunday.
How long do you expect a rabbit
(live)?
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 27
All verbs have an infinitive form. “To see”, “to speak” and “to dance” are examples of the infinitive form. This form of the verb does not have a tense, and it does not have a plural form. It also does not have a subject in a sentence. You can’t, for example, say “I to see a car”. Date
27 2013/07/12 8:07 AM
Term 1 – Week 3–4
222 14
A look at tame and wild rabbits Let’s write
Look at the piece of writing about tame and wild rabbits.
Write a paragraph explaining how the wild mother rabbit looks after her young.
Let’s write
Rewrite the sentences below using the correct verb.
There is/are many riverine rabbits in the Karoo.
Many riverine kittens is/are born every year.
Farmers plough/ploughs up the fields next to the river.
They destroy/destroys the bushes and vegetation.
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Date:
N E W O
Let’s write
R
Underline the infinitives and circle the finite verbs in these sentences.
D S
I would love to have a rabbit as a pet. Although I love rabbits, I have to save money before I can buy one. It is so hard for me to save any money as I love to go shopping. I am afraid to go to the mall because I know I will spend all of my money. If I plan to save my money to buy a rabbit, I definitely need to resist temptation. My mother told me to give her my money to keep but I told her I had to learn how to control my own money.
Let’s write
Reread the passage on Different kinds of rabbits. Now a write a summary of the passage.
Make sure that you do the following:
• •
Cut the original text to about one third. Combine specific statements to form general statements.
• •
Mention only the main ideas. Change direct or reported speech into statements
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Date
29 2013/07/12 8:07 AM
Term 1 – Week 3–4
222 15
Looking at figures of speech Let’s read
Read this passage and then answer the questions.
It came on great, oiled, striding legs. It towered thirty feet above the trees like a giant, folding its delicate claws close to its oily reptile chest. Each lower leg was like a piston, a thousand pounds of white bone, sunk in thick ropes of muscle, like the armour of a warrior. Each thigh was a ton of meat, ivory and steel mesh, and from the great breathing cage of the upper body those two delicate arms dangled out front, arms with hands which might pick up and examine men like toys. By Ray Bradbury
Let’s write
What kind of creature do you think this is?
Which word tells you that it was huge?
What does the author compare its legs to?
What figure of speech does he use to make this comparison?
The author says that each thigh was a ton of meat. What figure of speech is this?
Let’s write
Match the idioms in the left-hand column with their meanings in the right-hand column.
Idiom
Meaning
to eat a horse
to be quite old
to walk on air
to feel nervous
to be no spring chicken
to have a very big appetite
to have butterflies
to feel very happy
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Date:
Let’s write
Underline the idiom in each of the sentences below. Then say what each one means.
My grandmother bought me a dog. I wanted a rabbit but my mother said that I should not look a gift horse in the mouth.
You use personification to give a non-human thing human qualities such as hearing, feeling or talking. Writers use personification to make something stand out more.
My sister likes to be the centre of attention. When she had to give a speech she talked the hind leg off a donkey.
My little sister was very good and was as quiet as a mouse.
Let’s write
Underline the non-human thing and circle the human quality in these sentences.
The winter wrapped its icy claws around Cape Town. The alarm clock screeched that it was time to get up. Fear grabbed me as I heard footsteps behind me. The stars winked at us from the night sky. Listening to the piano sing its happy tune made me want to dance. The trees sighed in the soft evening breeze.
Let’s write
Match the proverbs with their meanings. Draw a line from the proverb to its meaning.
Proverb
Meaning
Even when there is no cock the day still dawns.
Young people don’t know more than old people.
The young cannot teach tradition to the old.
Don’t go into dangerous places.
One does not follow a snake into a hole.
No one is so important that we can’t do without them.
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Date
31 2013/07/12 8:07 AM
Term 1 – Week 3–4
222 16
Another look at writing Let’s write
You are going to write an essay about an animal, but first you need to plan the essay. Your essay must be four paragraphs long.
Brainstorm your essay. Write down as many things as you can think of.
Characteristics (what these animals look like)
Use a mind map to help you to plan your writing Write a rough draft Ask a friend to edit the draft Revise your text and make the necessary corrections Then write it neatly in your book.
____________
Habitat (place where they are found)
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Date:
Now write your essay.
Let’s write
• • • •
In your first paragraph say where the animal lives and whether it lives alone or in a group. In your second paragraph describe your animal: how big it is, and what it looks like. In your third paragraph explain how your animal communicates: what sounds it makes. Finally, say how long your animal lives and whether or not it is an endangered species.
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I can read a text answer questions based on a text match words with their meanings identify meanings of words plan and write a summary complete sentences using past tense verbs change sentences from the past to the present tense order sentences complete and use a mind map write a review illustrate a book talk about a picture write a paragraph identify proper and common nouns use prefixes and suffixes to form new words punctuate a passage make a speech write and present a play make a list talk about pictures identify topic and supporting sentences read a graph recognise synonyms use conjunctions tabulate differences identify facts use the singular and plural form of the verb identify and use infinitive verbs recognise and use metaphors and personification use idioms match proverbs with their meanings plan and write an essay
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C o n t e n t s
Theme 2: Newspaper Articles Women in the news Term 1: Week 5 – 6 17 Nothembi – a musician
with a difference
23 It’s your turn to be reporter 48
36
Reads a newspaper article about Nothembi Answers questions about the newspaper article Identifies meanings of words Uses the past tense to write sentences Uses prepositions to complete sentences 18 More about Nothembi
38
Uses link words to complete sentences and make own sentences Writes descriptive sentences Talks about a picture Tabulates words in the past and present tense 19 Nothembi performs
40
Reads additional information about Nothembi Answers questions about the text Gives own opinion Identifies antonyms from the text Writes sentences in the future tense 20 News about Nothembi
42
Identifies the headline, the author, the main points and the speakers of an article Describes the photograph and caption of an article Writes an article Draws a picture and writes a caption 21 She flies through the air
44
Works within a group Talks about a picture Reads an article about a gymnast Answers questions about the text Discusses the headline of the text Identifies genre 22 More about Edith
46
Writes a paragraph about Edith Moetsi Matches a headline to a sport Writes topic sentences for the articles Identifies verbs in headlines Rewrites headlines using verbs in the past tense
Talks about different kinds of articles that appear in the local newspaper Reads an article about Edith Answers questions about the text Identifies the topic sentence Explains the meaning of the title Uses question words in sentences 24 Writing a newspaper
article
50
Plans an article for a school newspaper using a spider map Discusses and writes the article making sure that the article has a heading, an introductory and concluding paragraph, direct speech, a picture and a caption Turns statements into questions Completes sentences using definite and indefinite articles: a, an and the Completes sentences using determiners: some, all, none, someone, no-one
Folk Tales Term 1: Week 7 – 8 25 The Ant and the Dove
the dove
56
28 Sorting out the folk tale
58
Writes a description using animal characteristics Discusses and writes down significance of giving advice Joins sentences using conjunctions: and, but and because Orders information to make a coherent paragraph 29 The Lion and the Mouse
60
Discusses questions in groups Reads a text on the fable The Lion and the Mouse Answers questions based on the text Discusses meanings of proverbs 30 Thinking about the Lion and
52
Discusses attributes of a fable Reads a fable Answers questions about a fable Identifies the differences between a story that is real and a story that is imaginary Gives an opinion Matches words with their meanings 26 Thinking about the ant and
27 The working ant
Works in groups Discusses questions about ants Reads a text about ants Answers questions about the text Matches words with their meanings Uses pronouns in sentences Writes sentences using adjectives and adverbs
the Mouse
Links sentences Skims a text Plans a fable using a chart 31 Meghan reviews a fable
54
Writes three descriptive sentences Completes sentences Identifies and completes the attributes of a fable: the title, setting, characters, conflict, solution and moral Matches animals with their characteristics Identifies possible morals of a fable
62
64
Reads a review about The Lion and the Mouse Answers questions on the review Draws a picture that goes with the review Works with proverbs Chooses either the singular or plural verb 32 A folktale to end all
folktales
66
Writes information in direct speech Writes a folktale about a mouse that helps a lion using headings
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Term 1 – Week 5–6
17
Nothembi – a musician with a difference Let’s talk
Bring a newspaper article to school. There are newspapers in your community that you don’t have to pay for. Make sure that the article you bring is about something that interests you.
Read the article and then discuss the answers to these questions in your group.
• What is the headline of your article? • Does your article have quotes? If so, what was said? • How many words are in the Who said it? headline? • Who wrote your article? • Who is the article about?
• How are the quotes related to the event?
• When did it happen?
• Does your article have a photograph? What does it show? Describe exactly what you see.
• Where did it happen?
• What does the caption say?
• What happened?
• What else are you told?
Let’s read
Read the first part of the article and then answer the questions.
A guitar-playing mom Nothembi Mkhwebane is a traditional Ndebele singer who is fast becoming an international star. She performed with her band The Siblings in Johannesburg recently. JJ Phiri chatted to her. I heard about a woman who was performing on Freedom Day at Kippies, a club in Johannesburg. She wears traditional Ndebele clothes, and she plays an electric guitar. “Never, that can’t be true!” African queen of I said. But I was curious. I wanted to see her for myself. So I went to Ndebele music Kippies, and there I found Nothembi. I could not believe my eyes when Nothembi walked onto the stage. She looked enormous. Colourful, beaded bracelets covered her arms and legs. She had a bright, beaded blanket round her shoulders and she wore a large traditional hat. Nothembi lifted her arms to greet the crowd. Then she picked up her electric guitar. What a guitar! It was decorated with Ndebele designs and painted in all the colours of the rainbow. Nothembi started playing. She made her guitar talk, sing, whine, screech and sob.
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Date:
Let’s write
Who is speaking in the first paragraph? Do you think it is Nothembi or the writer? Say why.
What do you think “I could not believe my eyes” means?
What colours did Nothembi use to decorate her guitar?
The writer uses personification to describe the way Nothembi plays her guitar. She says the guitar talks, sings, whines, screeches and sobs. These are things that people do. She also uses the present tense.
Personification is a figure of speech in which something not human (an object, idea or animal) is given human qualities.
Insert instruction above this one. So, first The writer uses, then: Look at the text again. Underline the nouns in red, the adjectives in blue and circle the articles in green. Then Use three of the verbs Use three of the verbs from the article and write sentences of your own in the past tense.
Let’s write
Use these prepositions to complete the sentences below.
Nothembi sings
at up
on before
Kippies, a club in Johannesburg. she came to Mamelodi,
she lived
a farm.
Many musicians look to her because she has helped them get work. TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 37
Date
37 2013/07/12 8:08 AM
More about Nothembi
Term 1 – Week 5–6
18
Let’s write
Let’s start the writing process by using connectives to link the two parts of these sentences.
Use each of these connectives (or link words) to complete the sentences. but
however
because
let’s have lunch
I would like to see you tomorrow, Nothembi, together. I love to eat,
then
so
Nothembi has to watch what she eats.
When Nothembi was at school she studied for hours to do well in her exams. First, Nothembi put on her clothes, She likes to help other musicians, time to go out for lunch.
Let’s write
Use the following connectives to make sentences of your own.
she hoped she had her hair done.
she doesn’t always have the Connectives (or link words) are used to link sentences and ideas. If you use them correctly, your writing will be easier to understand.
for
as
though
38 HL_GR5_ENG_BODY_BK1.indb 38
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Date:
Let’s write
Write down three sentences that describe Nothembi. You can copy them from the story or you can write your own sentences.
Look at the picture. Write about Nothembi’s clothing and beadwork. Say what they look like, what colours they are and whether you would like to dress like that.
Let’s write
Look at these words taken from the last paragraph of the article article about Nothembi on the next page. worked is lucky
Write down the words that talk about things that happened then and now in the correct columns. THEN
NOW
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 39
perform
had to support
Date
39 2013/07/12 8:08 AM
Term 1 – Week 5–6
19
Nothembi performs Let’s read
Read the last part of the article about Nothembi.
A guitar-playing mom Nothembi also sings. Her songs are about the rural areas: the rivers and life on the farm, which she remembers from her childhood. There was music everywhere. “My uncle taught me to play the guitar when I was very young,” Nothembi says. “I used to sing at funerals and weddings. In 1983 I formed my own band in Mamelodi. Not many women played the electric guitar then. When people saw me they thought I was strange. But I didn’t think I was strange. I just love music and playing the guitar. I feel different when I perform. I feel powerful.” She says she is lucky now. “I perform for a living. In the 1980s, I worked as a domestic worker because I had to support my two children.”
Let’s write
When did Nothembi form her own band?
Nothembi says that people found it strange that she played an electric guitar because she was a woman. Are there other things that people find strange when a woman does them? Write down two things you can think of.
Nothembi says she feels powerful when she plays her guitar. Why do you think she feels like this?
If she feels powerful when she plays the guitar how do you think she feels when she is not playing the guitar? Say why.
Is her life the same as it was in 1980? Say why.
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Date:
Let’s write
Write down the antonyms for these words taken from the passage.
An antonym is a word opposite in meaning to another (e.g., bad and good).
rural young childhood different then
Let’s write
Put these sentences into the future tense. Remember that you will need to use will and your verb.
Nothembi sings at Kippies.
Nothembi plays songs from her youth.
Nothembi performs in concerts overseas.
The writer of the article listens to Nothembi’s music.
Nothembi dresses in beautiful clothes when she sings.
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Date
41 2013/07/12 8:08 AM
Term 1 – Week 5–6
20
News about Nothembi Let’s write
Read the following and answer the questions. Look again at the whole article about Nothembi to find the answers.
The headline of a newspaper article usually has only four or five words. It tries to attract the interest of readers by telling them what the story is about, in a short and interesting way. What is the headline of the article? How many words are there in the headline? The by-line tells you who wrote the article. Who wrote this article? The introduction sets the scene and summarises the main points of the article by answering questions about who, what, when, where. Who is the article about? What happened? When did it happen? Where did it happen? The body of the article answers questions about how and why. What else do you now know about Nothembi? Sometimes articles include what a person (like an eye-witness or an expert) has said. This will be in inverted commas. Does the article have quotes? If so, What was said? Who said it? The article has a photograph and caption. Describe the picture and write down what the caption says.
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Date:
• • • • •
Imagine that Nothembi taught you how to play the guitar and after many years you became very good friends. You are asked to write an article Let’s write about her for your school newspaper. Give your article a heading. In your first paragraph make sure you answer the four questions about who, what, when and where. In the second and third paragraphs add more information about Nothembi. These paragraphs should answers questions about how and why. Don’t forget to use direct speech to create interest. Finally, draw a picture of Nothembi and give it a caption.
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Date
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Term 1 – Week 5–6
21
She flies through the air Let’s talk
Work in your groups.
Look at the pictures. What do you think the article is going to be about? Do you think it is important to support young people who do well at sport? Say why. If you were a reporter, what sporting activities would you write about? Say why.
Edith Moetsi – gymnast and tumbler By Dani Moeng Mats are lined up along the edge of the gymnasium at the Cultural Centre in Polokwane. At one end of the floor there is a high bar. A springboard and vaulting horse stand at the other end. Overhead, a young girl spins through the air. Her name is Edith Moetsi. This gym has been part of Edith’s life since 2001. She has changed from an 11-year-old girl with dreams and no training to a gymnast and a tumbler who takes part in international competitions. “I started training a few weeks after the Polokwane gym opened,” Edith says. “I wanted to do gym because I was tired of hanging around, not doing much.” Edith’s coach began her training by making her do cartwheels and jump on a trampoline. But soon she
moved on to somersaults and flick-flacks. She never missed a practice unless she was studying for an exam. Today, Edith competes all over the world – in Hungary, New Zealand and Holland. Edith has also qualified as a National Tumbling Judge and as a Women’s Gymnastic Judge for Limpopo province. She matriculated in 2008 and plans to study architecture (designing buildings) at university. “But my future in tumbling is so bright that I might wait a bit before I go to university,” she says. Edith is also a promising artist and musician. She has won awards for her drawings and she played in her high school band. “Being able to do what I want makes me feel good,” she says. “I never thought that I’d go this far. I started gymnastics for the fun of it. My success has to do with hard work.”
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Date:
N E W O R D S
Let’s write
How has Edith’s life changed since she started gym?
Why did she start gym?
Apart from being a good gymnast, what other talents does she have?
What does she think is the main reason for her success?
Why is the heading written in big, bold letters?
What is the purpose of the bold writing just below the heading?
Why do you think Edith’s name comes at the end of the first paragraph, and not at the beginning?
Who wrote the article?
Where do you think you would find this kind of article? 1. Newspaper 2. Story book 3. Poetry book Why do you say so? Go back to the article on Edith Moetsi. Underline the nouns in red, the adjectives in blue and circle the articles in green.
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Date
45 2013/07/12 8:08 AM
Term 1 – Week 5–6
22
More about Edith Let’s write
Look again at the story about Edith.
Write a paragraph that explains how Edith developed from the time she started at the gymnasium to the time she became a judge. Write three sentences.
Let’s write
Look at the headlines on the opposite page and then do the following: tennis
a. Match the sport to the newspaper headline. Use the sports on the right.
cricket rugby
swimming
b. Imagine that you have to write a newspaper article for each headline. Write the main sentence for each article. The main sentence tells you what the article is about. It gives the most important facts. Example Headline: MTHEMBU BREAKS SPRINT RECORD Sport: Athletics Main sentence: Sprint champion Speedy Mthembu broke the South African 100 metre sprint record at the South African Championships in Port Elizabeth last night.
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Date:
WICKETS FALL ON FIRST DAY Sport: Main sentence:
RACHEL SLAMS HER WAY INTO THE WIMBLEDON SEMIFINALS
Sport:
Main sentence:
GIRL BREAKS RECORD FOR FREESTYLE
Sport:
Main sentence:
Let’s write
the
Underline all the verbs in the headlines above. Now write separate sentences using those verbs in the past tense.
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Date
47 2013/07/12 8:08 AM
It’s your turn to be a reporter
Term 1 – Week 5–6
23
Let’s talk
Do you have a newspaper at your school? If you do, what kind of at your school? If you do, what kind of newspaper? If you don’t, do you think it is articles appear in your newspaper? If you don’t, do you think it is important to have one? Discuss in your groups. important to have one? Discuss in your groups.
Let’s read
Edith tumbles into the spotlight JJ Menge
G
ymnast Edith Moetsi, almost unknown before her medal-winning performance at the Commonwealth Games last month, is expected to be the big attraction at South Africa’s ANNUAL Bumbo Gymnastics Cup. This is the biggest gymnastic competition in South Africa each year.
Moetsi became national artistic gymnastics champion in 2011 and specialised in tumbling, where she is ranked sixth in the world.
The event takes place early next month, and Moetsi will compete against top international gymnasts.
“My gran and my aunt are my role models, the people I look up to. They helped me be who I am,” she said.
Moetsi, 20, from Polokwane in Limpopo, was narrowly beaten in the women’s tumbling final at the Commonwealth Games. Nevertheless, her performance at the games has put her firmly on the South African sporting map.
She likes going to movies with her friends, but says she is focused on her career as a gymnast, training several hours a day.
Moetsi decided to take up gymnastics as an 11-year-old when she watched the 2000 Sydney Olympics on TV. Coach Marie Slabbert noticed her ability at school during physical education lessons. She took Moetsi under her wing and is still her coach.
She lives with her mother, grandmother, an aunt, two cousins and two sisters in Polokwane.
Although she will be competing in championships all over the world, her main aim now is to compete at the next Olympic games. “I am really working hard towards that,” she said.
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Date:
Let’s write
Has Edith done well in gymnastics? Say why.
She was narrowly beaten in the final. Where did she come and what medal did she get?
What is the topic sentence of the first paragraph? Write it down.
Explain the meaning of the title in your own words.
Who wrote the article?
What is a role model? Who are her role models?
Who is your role model? Say why.
Let’s write
Use these words to complete the questions. Don’t forget to start each sentence with a capital letter. was Edith born?
when
where
sport does she compete in? does she train every day?
what who how
many people does she live with? are her role models?
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 49
Date
49 2013/07/12 8:08 AM
Term 1 – Week 5–6
24
Writing Let’s write
Work in your groups. Make a mind map to plan a newspaper article you are going to write for your school newspaper about Edith Moetsi.
Let’s write
Discuss the article in your groups.
EDITH
Give your article a heading. In your first paragraph make sure you answer the four questions about who, what, when and where. In the second and third paragraphs add more information about Edith. Answer questions about how and why. Don’t forget to use direct speech to create interest. In your concluding paragraph, bring the article to a close. If you like you can draw a picture of Edith and give the picture a caption.
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Let’s write
Let’s do some language practice. Use the words in brackets to change the statements into questions.
Edith comes from Limpopo. (where)
She watches films for enjoyment. (what)
She practises every day. (when)
Complete the sentences using a, an or the.
Let’s write
capital of Limpopo is Polokwane. Nothembi was born on When it rains I use
We use the when we are talking about something particular and a or an when we are talking about one thing in general. We use an before words beginning with a vowel sound.
farm. umbrella.
Complete the sentences using the words below. Let’s write
some
none
all
someone
no-one
the children are playing a musical instrument.
of the children are playing guitars.
of the children is playing a piano.
is playing the drums.
Now trace the cables to match the guitar with the speaker. TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 51
Date
51 2013/07/12 8:09 AM
Term 1 – Week 7–8
25
The ant and the dove Let’s talk
Work in your groups.
A fable is a short folk tale that teaches a moral lesson. The characters are often animals. The story is very brief. One animal is usually vain or proud and another animal shows him or her that this behaviour is not morally acceptable.
Do you think animals help each other? How? Can a small animal help a big animal? How? Can a small person help a big person? How? you Do you think animals talk to each other? Give reasons for your answer. Let’s read
The Ant and the Dove
I am ing! drown
One hot day, an ant was sitting next to a river. “How lovely it will be to swim,” she thought. She put one leg into the river, then another and another. Suddenly, she fell in. The water was flowing so strongly she could not get out. “Help!” she shouted. “I am drowning!” But no one heard her shout. When the ant felt sure she would drown, a dove flew past. She saw the ant was in danger and dropped a leaf into the water. It was like a little boat and the ant climbed on. “Thank you dove. One day I will help you.” The dove laughed. “You are too small to help me, little ant.” And she flew away. Thank you!
Many months went by. Then, one day, the ant saw the dove sitting in a tree. Before she could say “hello” a man came with a bow and arrow. He was going to shoot the dove. Quickly, the ant climbed onto the man’s leg and bit him. “Ouch!” shouted the man and dropped his arrow. “Thank you,” the dove called as she flew away. “You are small, but you saved my life.”
Ouch! Ouch!
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Date:
Let’s write
Why did the ant want to swim?
What happened to her?
How did the dove save her?
How did the ant save the dove?
Do you think this folk tale is about something that really happened? Say why.
In which season of the year do you think this folk tale took place? Choose one and circle it.
spring
autumn
summer
winter
Why do you say so?
The story is a fable which is like a folk tale. What is a fable? Choose one of these answers and circle the number. 1. A story with animal characters that teaches a lesson 2. A story of gods and heroes 3. A short letter What do you think this fable teaches us?
Let’s write
Match the words on the left with their meaning on the right.
flowing strongly
tiny
small
several
suddenly
unexpectedly
many
mounted
climbed
moving powerfully
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Date
53 2013/07/12 8:09 AM
Term 1 – Week 7–8
26
Thinking about the ant and the dove Let’s write
Choose three words that describe the ant and circle them.
brave
silly
naughty
vain
cowardly
caring daring
Now use the three words to write three sentences.
Let’s write
Re-read the fable of the ant and the dove and then complete this information.
The title of the fable
The setting of the fable
The characters in the fable
The conflict in the fable
The solution
The moral
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Date:
Let’s write
Now you are going to write your own folk tale. From wheel 1 choose an animal, from wheel 2 choose its characteristic (what it is like) and from wheel 3 choose the moral of the folk tale.
stingy
selfish
impatient
proud
determined
timid
boastful
lazy It is sometimes better not to say anything.
One good turn deserves another.
It is easy to despise what you can’t have.
No-one likes a quitter.
You can’t please everyone. Those who work hard survive.
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 55
Slow and steady wins the race. Pride goes before a fall.
Date
55 2013/07/12 8:09 AM
Term 1 – Week 7–8
27
The working ant Let’s talk
Work in your groups.
Do ants work alone or in groups? What do you think is the advantage of working together? Do you have ants in your house? What do they want? What happens when you try and stop ants from getting to the food by blocking their path?
Let’s read
Ant to ant
How do ants communicate? They can’t speak but they need to tell each other what is going on. How do they do this? They give off a special scent. You’re eating a sandwich. Breadcrumbs fall on the floor. Oh, it doesn’t matter. There are no ants here. But wait a minute! There are one or two ants exploring the crumbs. Well, that’s not a problem. A few ants never hurt anybody. But look closer. The tiny creatures are waving their antennae in the air.
Suddenly, one of them runs across the floor and disappears. The scout has found food, and it’s off to tell the ant colony. But it has to remember the way back to the food. The ant doesn’t leave footprints. It leaves a scent trail. When the scout arrives at the nest it tells the other ants through its scent that it has found food. Now there’s great excitement. Soon they’re off, running after the scout along the scent trail it left behind. Suddenly there’s a long line of ants on the floor. Those breadcrumbs are on their way back to the nest.
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Let’s write How do ants “talk” to each other?
How do they find their way back to their nest?
Do you think ants are clean or dirty creatures? Give reasons for your answer.
In what way is this passage about ants different from the fable?
Let’s write
communicate
someone sent to get information
antennae Match the words on ant colony the left with their meaning on the right. scout
a large group of ants living together talk the growths on an insect’s head
Use these pronouns to complete Let’s write the sentences. Ants cannot talk. When
use their antennae to communicate. drop crumbs, ants pick them up.
doesn’t matter if
it
they you
her she
drop crumbs of food. Ants will eat the crumbs.
The queen ant stays in the ant colony. work hard for
Pronouns can be used in the place of nouns.
is the most important ant. All the ants
. Wow! Look at that.
is an ant colony.
These adverbs and adjectives are taken from the fable about the ant and the dove. Underline the adverbs in red and circle the adjectives in Let’s write blue. Now use them in sentences of your own. lovely strongly suddenly little hot TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 57
Date
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Term 1 – Week 7–8
28
Sorting out the folk tale Let’s write
Fables use animals and animal characteristics to portray humans and their characteristics.
Look back at the wheel of animals in worksheet 26. Choose one of the animals which you think is most like you and write a description of yourself as that animal. For example, if you think you are like an ant, you could write about how hard-working you are and how well you work with others.
The point of a fable is to teach a moral or a lesson. Discuss this in Let’s write your groups. Talk about what it means to give advice. Discuss the following questions and then write down your answers. When would you want advice from someone?
When would you not want advice from someone?
What would you do if you wanted to give advice to a friend but she or he did not want any advice?
Tell your friends about a folk tale that you know that has a moral or gives advice. Then write a brief outline of the folk tale.
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Join the sentences. Use the connectives below. because but Let’s write Example
and
The dove dropped a leaf into the water. She wanted to help the ant.
The dove dropped the leaf into the water because she wanted to help the ant. The ant was hot. She wanted to swim.
The man had a bow and arrow. He wanted to shoot the dove.
The dove laughed. She did not think an ant could help her.
The man nearly shot the dove. The ant bit him.
Let’s write
Put these sentences in the right order to make a paragraph.
After a while the ant thought she was going to die and shouted for help. On a hot day an ant decided to cool herself in the river. “Don’t worry,” the dove shouted. “I will help you.” Unfortunately, she leaned too far over and fell in. “Thank you. You saved my life,” said the ant. “One day I will help you.” She dropped a leaf into the river. The ant used the leaf as a boat. TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 59
Date
59 2013/07/12 8:09 AM
Term 1 – Week 7–8
29
The Lion and the Mouse Let’s talk
Discuss these questions in your groups.
Do you think a little creature could help a big creature? In what way? Do you know of any story where a small person managed to defeat a big person? Do you think size is always important? Give reasons for your answer. Have you ever helped any person or any animal? Tell the class who you helped and how you helped the person or the animal.
Let’s read
One day, two tiny grey mice were watching a huge, fierce lion sleeping in the sun. “Run over his nose,” said one. “See if he wakes up!” So the silly little mouse ran over the lion’s nose, and what happened? Of course, the lion woke up and caught the mouse in his massive paw. The gigantic lion was annoyed and was going to eat the minute grey mouse. “Oh, please don’t eat me, lion,” begged the quivering mouse. “One day I will help you!” The lion laughed. ”You? You are too small to help anyone, little mouse! You can’t help me!” But, because he was not really hungry, the lion let the mouse go. Soon after that, the lion was running in the veld. Suddenly, he ran into a trap that men had made to catch a buck. It was a large net and the lion got stuck in it. He couldn’t move, but he could roar. “Help! Help! Help!” he roared. “Save me from this trap!” A buck walked by. “I won’t help you,” said the buck. “Last week you ate my brother.” A rabbit hopped by. “I won’t help you,” said the rabbit. “Last week you ate my mother.” Then the little grey mouse ran by. “You didn’t eat me last week,” she said. “I will help you.”
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Date:
So the little grey mouse nibbled at the net. She nibbled and nibbled and nibbled. Late in the afternoon the hole in the net was big enough for the lion to climb out. “Thank you, little friend. Now I know that even little animals can help big animals like me,” said the lion.
Let’s write
Discuss this in your groups and then write down the answers.
Do you think this folk tale could be true? Give reasons for your answer.
Do you think this folk tale teaches us a lesson? What do you think the lesson is?
What title would you give this folk tale?
A fable is a folk tale that teaches us a moral or a lesson. Do you think the story of the lion and the mouse teaches us a lesson?
Look at these proverbs and say which one fits the folk tale. Place a tick next to it. Let sleeping dogs lie. One good turn deserves another.
When the cat’s away the mice will play. All’s well the ends well.
Why did the mouse disturb the lion?
Why did the lion decide not to eat the mouse?
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Date
61 2013/07/12 8:09 AM
Term 1 – Week 7–8
30
Thinking about the Lion and the Mouse Let’s write
Connect the first half of the sentence with the second. Then write the correct sentences in the space below.
The huge lion was
for his life to be spared.
The little mouse begged and begged
a fine set of sharp teeth.
The lion ran into a trap because
having a lovely nap in the sun.
The mouse had something useful:
being such a big head.
The lion needed to apologise for
he was moving too quickly.
Let’s write
Skim the fable about the lion and the mouse. Then do the following.
Underline a word that means angry. Circle a word that means shivering. Colour a word that means chew tiny bits at a time. Make an X next to a word that means large piece of open land. Tick a word that means pleaded.
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Date:
Look at worksheet 26 again, and use the animal, its Let’s write characteristics and the moral that you wrote down to write your own folk tale. Title of folk tale Character and traits
Setting
Events 1. 2. 3. 4. 5. Moral
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 63
Date
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Term 1 – Week 7–8
31
Meghan reviews a fable Let’s read
The Lion and the Mouse by Jerry Pinkney Reviewed by Meghan Cox The beautiful watercolor pictures in this wonderful rewriting of an Aesop fable have just won Jerry Pinkney the 2009 Caldecott Medal for most distinguished American picture book. The Lion and the Mouse retells the classic story of a kingly beast who spares the life of a mouse and then later, caught in a net, is repaid when the tiny rodent bites through the ropes to free him. This mostly wordless version takes place on the Serengeti plain, a wild area full of birds, animals and delicately drawn insects. We see that the lion is the undisputed master of all; as he moves majestically through the golden grassland, giraffes and elephants turn their heads to watch him. But danger prowls in the form of khaki-clad hunters. The men lay their trap, and we see two great paws step fatefully across a hidden rope. When the lion’s anguished “RRROAARR . . .” reaches the ears of the mouse, it scampers to the rescue and begins to “scratch, scratch” at the bonds while the helpless prisoner looks on. Children between the ages of 6 and 11 years will especially appreciate the domestic touch that the much-admired Mr Pinkney has added to this familiar tale. Both lion and mouse, it turns out, have young families. The closing pages show us the charming sight of the great cat walking with his lioness and cubs, while carrying on his back an entire mousy clan.
Let’s talk
Who wrote the book and drew the pictures? Why did this book win a medal? At what age group is this book aimed? Where is the story set? What danger did the animals face? What makes this fable of the Lion and the Mouse different from the previous one you read? Which version do you like best? Say why.
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Date:
Draw a picture to go with the book review.
Let’s write
Draw a line to match the first half of the proverb with its ending.
Don't look a gift horse
what you can do today.
A friend in need
has a silver lining.
Don't put off until tomorrow
less speed.
The early bird
is a friend indeed.
Every cloud
catches the worm.
More haste
in the mouth.
Let’s write
Now write two of your own proverbs.
Let’s write
Choose the correct verb and underline it.
A tourist in the bus need/needs the binoculars to watch the lions. Neither Cici nor Moses is/are going to the lion park today. Today the class study/studies lions.
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 65
Date
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Term 1 – Week 7–8
32
A folktale to end all folktales Let’s write
Look at worksheet 29. Look at the picture of the mouse getting the lion out of the trap.
Write down in the speech bubbles what you think they are saying to each other.
Let’s write
Use your chart from worksheet 30 to work out a plan for the folk tale you are going to write, about how a mouse helps a lion. Fill in the headings of your plan in the spaces provided below.
Title
Introduction, where you set the scene
Body, where you tell the story (Make sure that the lion and the mouse speak to each other.)
Conclusion, where you say how the problem is fixed
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Date:
Date:
Let’s write
Now write your own folk tale.
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 67
Date
67 2013/07/12 8:09 AM
I can read a newspaper article answer questions about the newspaper article identify meanings of words use prepositions use link words write descriptive sentences talk about a picture work with the present, past and future tenses give an opinion identify antonyms identify the topic sentence write an article write a paragraph plan an article turn statements into questions complete sentences using definite and indefinite articles complete sentences using determiners discuss attributes of a folk tale read a folk tale answer questions about a folk tale identify the differences between a real and imaginary story match words with their meanings write a description use pronouns write sentences using adjectives and adverbs use conjunctions order information work with proverbs read a review skim a text plan and write a folk tale use singular and plural verbs use direct speech
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C o n t e n t s
Theme 3: Information in action Gives and follows instructions Term 2: Weeks 1 – 2 33 Reading labels
70
Works in a group Talks about different kinds of labels Discusses the importance of reading instructions carefully Reads a label for a health supplement Answers questions based on the label Matches words with their meanings
34 More about directions
39 An experiment with colour 82
72
Matches information Identifies the imperative tense Uses the imperative tense in simple sentences Uses punctuation correctly Uses adverbs of time, manner, place and degree
35 Making something to eat
74
Reads a recipe Follows instructions to make a smoothie Answers questions about the recipe Explains steps to take to make smoothies using link words such as first, then, next and finally Combines simple sentences to form complex sentence structures using because, after, although, since and when
36 More about food
76
Gives instructions using the imperative: go, find, make Follows instructions in an e-mail for making funny face biscuits Sends an SMS using abbreviated words Rewrites abbreviations: l, ml, T, t, g, kg
37 A pot of soup
78
Discusses a picture Reads a story called Stone Soup Answers questions about the story Gives reasons Identifies steps used to make the soup Identifies the result
38 Soup, soup, glorious soup
Talks in their groups about the rainbow and the colours of the rainbow Assesses the speech given by group Reads an experiment to reproduce colours Chooses a heading for the experiment Identifies the imperative verbs Completes a flow chart Matches words with their meaning Transcribes words into their dictionaries Identifies and uses prepositions: in, on, at, from, up Fills in correct adjectives describing a rainbow and uses the adjectives in sentences of their own
40 Sort things out
80
84
Follows directions Follows instructions to draw a costume
Interviews Term 2: Weeks 3 – 4 41 And this is fashion
86
Discusses information in a group Discusses the type of questions to be used in an interview Discusses what additional information one would need to find out information Reads an interview Answers specific questions Determines the purpose of the interview Writes three questions Uses question marks Writes information in reported speech
42 More about T-shirts
Chooses a soup dish eaten at home Write out a list of ingredients used for the soup Writes directions using imperative words such as mix, chop, peel, add Writes a draft of the ingredients and directions Understands the purpose of using ellipses at the end of a sentence Writes a concluding paragraph for the story on Stone Soup
Eng Lang Gr5 BK1 TH3.indd 69
Works in groups to produce an outline of a play Writes an outline of a play using given headings: title, scene, characters and plot
88
Identifies topics to write about Determines who they should interview to write an article Writes open and closed questions Reads a graph based on information Answers questions on the graph: both the central idea and specific details Interprets and analyses graphic information Gives reasons for information Summarises information found in survey
43 Learning about
volleyball
90
Discusses rules using the active voice Reads a text with headings on volleyball Identifies source of text
Gives reasons for answers Gives the text a heading Matches words with their meanings Writes words in a dictionary Puts information into reported speech using appropriate quotation marks Uses conjunctions to link sentences in a paragraph and uses appropriate pronouns
44 More about sport
92
Writes an ending Completes a table Uses picture to complete the table Completes an interview using question words who, what, where and when Summarises information Uses the past continuous tense Uses the future continuous tense
45 The dancing bee
94
Discusses the importance of working in a group Reads a text Answers questions on the text Determines the source of the text Identifies meanings of words Writes words into dictionary Links sentences Uses the passive voice
46 Thinking about bees
and honey
96
Orders information logically Labels a diagram Writes a factual paragraph Writes a topic sentence and supporting sentences Rewrites a report under specific headings Identifies descriptive adjectives, pronouns, verbs and question words
47 The amazing kangaroo
98
Discusses a picture Reads an informative text on the kangaroo Answers specific questions on the text Matches words with their meanings Turns statements into questions using question words
48 Thinking about kangaroos 100 Use information from text to write a factual paragraph Completes a text using direct speech Writes a report about oneself using specific headings Uses exclamation marks
69 2013/07/15 8:23 AM
222
Term 2 – Week 1–2
33
Reading labels Let’s talk
Work in your groups.
Talk about the different kinds of labels that you get: food labels, clothing labels. Why is it important to read instructions on the labels? What do you think could happen if you read only part of the instructions on a label? If you were taking medicine where should you keep it? Why is it important to read the instructions on a medicine label properly? Why is it important to take medicine only with an adult present?
Let’s read
Factual information
Active ingredient (in each packet) Actigo Purpose Antioxidant Uses
To provide extra strength, energy and boost your immune system
Additional information
• Act-Yu-go is a delicious supplement. • Provides carefully selected nutrients to keep up your energy levels. • Keeps cells healthy.
When using this product
• You will feel an extra boost of energy if you take some every day.
Directions: Adults and children 10 years and older Empty contents of packet into 3/4 glass of water. Stir and allow to bubble before drinking. Use not more than 1 packet in 24 hours. Children under 10 years Empty 1/2 packet into 3/4 glass of water. Stir and allow to bubble before drinking. Use not more than 1/2 packet in 24 hours. Other information Store in a cool dry place below 25°C and above the reach of babies There are enough packets for a month’s supply. Inactive ingredients: Vitamins B1, B6, B12, C. Contains no starch, lactose, sugar or preservatives.
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Date:
Discuss these questions in your groups and then write down
Let’s write the answers.
What is meant by factual information? What is a health drink? Why do you think the main heading on the label is bigger than the section headings? How many sections are there on the label? Based on the size of the lettering, which are the most important section headings? Write them down. Which are the least important section headings? Write them down. How much can children under 10 years drink? Why would you take Act-Yu-go? What could you feel like after drinking Act-Yu-go?
Match the words with their meanings. Draw a line from each word on the Let’s write left to its meaning on the right. active
add on; additional
ingredient
certain; particular
contents
food, nourishment
supplement
component
nutrient
effective; working
selected
elements TEACHER: Sign
HL_GR5_ENG_BODY_BK1.indb 71
Alway s read instru ctions on a m e d ic ine label!
Date
71 2013/07/12 8:10 AM
222
Term 2 – Week 1–2
34
More about directions Let’s write
Look at these instructions for taking a health drink.
Match the information in the right-hand column with the main idea in the left-hand column. Read and follow the label directions every time.
Don't buy or use any health drink from a package that shows cuts, tears or slices.
Know how much medicine to give and when.
Keep all health drinks away from very small children. The drinks are often very tasty, and children might have too much thinking they’re drinking a cool drink.
Never play doctor.
If the label says don't give to children under a certain age or weight, don't do it.
Follow age and weight limit recommendations.
Never give or take more than the directions say because you think it will work better or more quickly.
Follow the "KEEP OUT OF REACH" warning.
Read and follow the label. Know the abbreviations for tablespoon (tbsp.), teaspoon (tsp.) and milligram (mg.).
Always check the package and the drink itself to see that it has not been opened.
Pay special attention to directions on how to use any health drink.
Let’s write
Can you see that we use verbs like read, know and follow when we give instructions? These verbs are in the imperative tense.
Now underline the imperative verbs (verbs that tell you what to do) in this passage.
Homemade energy drink Sage Pomegranate Green Tea Cooler Directions: Brew 1 green tea bag for 1-3 minutes in 1 cup of hot water. Remove tea bag. Add 1 tablespoon of pomegranate concentrate. Sweeten to taste with honey. Stir in 1 tablespoon of sage. Let it brew for 15 minutes. Pour over a cup of ice. Stir until chilled and enjoy.
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V TI RA SE PE EN IM T
We use the imperative to give an order, a warning, an appeal, advice, a suggestion or an instruction. You form the imperative by using the infinitive of the verb without the “to”. An imperative verb is Let’s write usually placed at the beginning of a sentence. Take your medicine. The words below are imperatives. In your groups, Sit down! Watch out! discuss the kind of sentences you could make with
E
mn.
Date:
these words, and then write them in the blank lines below. Use simple sentences and make sure that the first word starts with a capital letter and that the sentence ends in a full stop.
take give read close lock
Work in groups. Look back at the factual information sheet on page 70 and underline one adverb of time, two adverbs of degree, one adverb of manner and one adverb of place. Let’s write
S RB.. VEF . AD O
Let’s write
Adverbs of time tell you when and how often: now, today, never. Adverbs of manner tell you how: beautifully, gracefully, badly, clearly. Adverbs of place tell you where: above, below, here, there, indoors. Adverbs of degree tell you how much or how little of something: very, enough, almost.
Write sentences of your own using these words. Let your friend check the sentences after you have written them.
today above very badly often TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 73
Date
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Term 2 – Week 1–2
35
Making something to eat Let’s read
Make your own smoothie It is a very hot Saturday afternoon. Thami is at home and has just finished doing her homework. Her younger brother and sister have gone shopping with her mom and dad. She knows they are going to be very hot when they get back. What can she do to help? She goes to the kitchen and finds a wonderful recipe to make delicious cold smoothies. She reads the recipe quickly and decides to surprise her brother and sister with smoothies when they come home at 5 o’clock.
Ingredients • 1/2 cup of peaches, pineapples, strawberries, mangos or plums • 1/2 cup mashed bananas
• 3/4 cup of yogurt • 1 cup milk • 1 tablespoon sugar
Method 1. Peel the fruit. 2. Cut the fruit into small pieces. 3. Put all the ingredients into a pot. 4. Mix ingredients together into a thick, smooth liquid. 5. Pour into a glass. 6. Keep cold in the fridge.
Let’s write
First talk about the answers to these questions in your group, then write them down.
How must you prepare the fruit?
Do you need more milk or more sugar?
How many bananas do you need?
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Complete the sentences to explain the steps Let’s write Thami followed to make the smoothies.
First you must ... Then you ... Next you ... Finally you ... How will Thami serve the smoothies?
How do you think her brother and sister felt when they came home? Say why.
Combine these simple sentences to make complex sentences. Use the Let’s write words in brackets. Thami peels fruit. Thami wants to make smoothies. (because)
Thami adds sugar. Thami blends the fruit. (after)
A simple sentence contains a subject and a verb, and it expresses a complete thought. Thami makes smoothies. A complex sentence has an independent clause joined by a dependent clause. You use words such as because, since, after, although, when, that, who or which to join the two clauses. Thami poured the mixture into a glass after she had blended it.
Thami stayed at home to do her homework. She wanted to go to the shops. (although) Thami made smoothies. It was hot. (since) Thami took the smoothies out the fridge. They were ready. (when)
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More about food Imagine that you are giving Thami instructions on what to do before she Let’s write makes her smoothies. The first instruction has been done for you.
First go ...
to the kitchen.
Then find ... Next ... Finally make ... Kalim wanted to make funny face biscuits. He wrote an e-mail to his Let’s write teacher asking her for instructions. Read the e-mail his teacher sent back to him and then draw the face in the space provided. To:
‘Thuli Ngoma’
[email protected]
From:
[email protected]
3 March 201
14:22
Subject: Icing instructions Dear Kalim Here are the ingredients you need and the steps you need to follow to make your face biscuits. Practise drawing the face before you do the actual icing. Ingredients • 2 cups icing sugar • 2 tbsp water • Yellow food colouring • 1 packet marie biscuits • Small box smarties • 3 pieces liquorice • Packet jelly beans • Chocolate sprinkles Method 1. Sift 10 tbsps of icing sugar into a bowl; add enough water to make a paste that you can spread. 2. Add a few drops of yellow, red or blue food colouring to get the right funny face colour. 3. Spread about a tsp of icing onto the biscuit and smooth it down with a knife. 4. Use one brown smartie and one blue smartie for the eyes. 5. Cut a piece of liquorice and shape it upwards for the mouth. 6. Use a blob of green icing for the nose. 7. Use chocolate sprinkles for the hair, beard and eyebrows. 8. Don’t forget to draw it first and colour it in before you make it! Good luck! Mrs Ngoma
Send
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Let’s write
Imagine that you are Kalim, and you decide to send your teacher an SMS to thank her for her help. Use these words in your sms.
gave
cool
yr
thk
s
Let’s write
Your friend sends you ingredients for a recipe. She uses abbreviations. Rewrite the abbreviations so that your younger cousin can follow the recipe.
or icing edients f
cookies
Ingr ¼ l milk er 2 ml wat r 6 T suga ring 1 t colou sprinkles e t la o c o 3 g ch akes 1 kg m e ip c e This r s. of biscuit
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A pot of soup Let’s talk
Look at the picture and then answer the questions How do you think you would make stone soup? What do you think it would taste like? What do you see in this picture that might give you a clue about what will go into the soup?
Let’s read
Read this from a book called Stone Soup and then answer the questions.
Three soldiers were coming home from the war. They hadn’t eaten for three days and were starving. They came across a small village but the villagers didn’t want to share their food with them and they hid all their meat, milk, carrots, cabbage, barley and potatoes. When the soldiers asked if the villagers could spare some food, each household lied and gave them a reason why they had no food to offer them. The soldiers had to think of a plan in order to get the people of this village to give them food. So the first soldier called out, “Good people!” The villagers drew near. “We are three hungry soldiers in a strange land. We have asked you for food and you have no food. Well then, we’ll have to make stone soup.” Stone soup? That would be something to know about. “First, we’ll need a large iron pot, water to fill it and a fire to heat it,” the soldier said. “And now, if you please, three round, smooth stones.” Those were easy enough to find. The villagers’ eyes grew round as they watched the soldiers drop the stones into the pot. “Any soup needs salt and pepper,” said the soldiers, as they began to stir. Children ran to fetch salt and pepper. “Stones like these generally make good soup. But oh, if there were carrots, it would be much better.” Francois ran and fetched some carrots from under the blanket. “A good stone soup should have cabbage,” said the soldiers as they sliced the carrots into the pot. “But it’s no good asking for what you don’t have.” Marie ran and fetched three cabbages from under the bed.
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“If we only had a bit of beef and a few potatoes, this soup would be good enough for a rich man’s table.” The villagers remembered their potatoes and the pieces of beef hanging in the cellars. They ran to fetch them.
Ellipsis: Three dots A rich man’s soup – and all from a few stones. It seemed like magic! (…) used to show that “Ah,” sighed the soldiers as they stirred in the beef and potatoes, “if we only had a words or little barley and a cup of milk! But – no good asking for what you don’t have.” information The villagers brought their barley from the barns, and their milk from the wells. The have been soldiers stirred the barley and milk into the steaming broth while the villagers stared. left out.
At last the soup was ready. “All of you shall taste,” the soldiers said. The next day the soldiers left and ...
Let’s write
Discuss these questions in your group and then write down your answers.
What made the soup taste so good? Was it the stones? Why do you think the soldiers were able to trick the villagers? Where do you think the soldiers are going next? What was the reason for the soldiers asking for the stones and other ingredients? What ingredients did they use? What steps did they follow to make the soup? What was the result?
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Soup, soup, glorious soup Let’s write
Ingredients for my favourite soup
Choose a soup dish that you make at home. Write out a list of ingredients. Be sure not to leave anything out. Write the directions on a piece of paper using imperative sentences such as mix the ingredients well, chop the onion, add the wet ingredients to the dry ingredients. Be sure to give detailed directions. Don’t leave out any step. Read your recipe to your group. Make sure that everyone understands the steps you are taking to make the soup. Then write the first draft of the ingredients and directions. Ask someone in your group to check it for you. Look at the last sentence of the story about stone soup. It is not complete. Can you see the dots at the end of the line? These dots mean that the story is not complete. Write a concluding Let’s write paragraph for the story.
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Use the story of the stone soup to put on a play. Work in your groups. There should be the following characters in your play: 3 soldiers, 6 villagers. Let one soldier give instructions on what the soldiers need for the soup. Let another soldier give instructions on how to make the soup. Let the third soldier make the soup and make sure that he follows the instructions properly. Make sure that each of the characters has something to say and that they all participate in Use a mind map to help you making the soup. to plan your writing Write a
Let’s talk
Let’s write
Write an outline for your play. Use these headings.
rough draft Ask a friend to edit the draft Revise your text and make the necessary corrections Then write it neatly in your book.
Title Scene
Say where and when the scene is set.
Characters Say which characters are in the scene at the start. Give a brief description of
them. This might be their age, occupation or relationship with another character.
Plot
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An experiment with colours Let’s talk
Let’s read
What is a rainbow? When do you see a rainbow in the sky? What are the colours of the rainbow? What are rainbows caused by? Read this passage and discuss it in your group
Can you believe that all the colours in the sky come from the different way specks of dust in the air reflect and absorb sunlight? If you do this very simple experiment you will be able to see for yourself whether or not this is true. The effects are not always easy to see so you need to conduct the experiment on a table in a very dark room. Fill a long glass with water and then add ½ t of milk to the water. Hold a torch close to the glass. Shine a torch at the glass from different angles and watch how the colour of the milky water changes very slightly. Add another ½ t milk and see what happens. Finally add 1 t of milk. Move the torch up and down. Shine the torch from a variety of different angles. See what happens.
Choose the best heading for this passage and then say why you
Let’s write think it is the best.
Different colours in the sky
A colour experiment
Our universe
Underline all the instruction words (the imperative verbs) in red. Write the words in the flow chart below, in the correct order.
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Let’s write
Match the words from the passage on the left with their meanings on the right.
Write the words in bold in your dictionary. Words
Meanings
specks
range
reflect
perform
absorb
to some extent
slightly
soak up
conduct
throw back
variety
flecks Circle the prepositions in the passage in red. Now
Let’s write write sentences of your own using these prepositions.
in on at from up
Let’s write
maroon yellow mustard
Colour in the rainbow. Then fill in the correct adjectives on the rainbow.
sky blue green indigo
red black violet
copper brown mauve
orange blue purple
Now write sentences of your own using three colour adjectives that you did not use for the rainbow.
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Sort things out Let’s write
Work with a friend. One of you must give the directions and the other one must follow them. Check to see that your friend has followed the directions properly. Use the piece of paper on the next page.
1 Write your first name on the last line of the paper at the left-hand margin. 2 On the first line on the paper write the numbers 1 to 9. Start at the left and print the numbers. Leave a space between each number.
3
Circle the number 6.
4
Draw a star on the top left-hand corner of the page.
5 Fold your paper in half lengthwise. 6
Open up your paper, then fold it across the middle.
7 Use the tip of your pencil to poke a hole in the centre of the paper (the place where the two folds meet).
8 Draw a heart around the hole you made in your paper. 9 Write the first initial of your last name in the top right-hand corner of the page.
10 On the last line of the page, write the word done near the margin.
Let’s write
You are in a play called The Rainbow Creature. Your mom has to make the costume. Follow the instructions on the next page to draw the costume, colour it in and label it so that you can give it to your mom.
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bright red shirt emerald green tights rectangular orange hat with two feathers stuck on the top yellow pointed felt shoes with blue shoelaces pointed indigo ears violet belt
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And this is fashion Let’s talk
Let’s read
Have you ever interviewed anybody? If you have, tell your group who you interviewed and why. If not, tell the group who you would like to interview and why. What questions would you ask someone who was a fashion designer? Apart from an interview, what other resources would you use to find out about the fashion designer? Read this interview by Xoli Mtshali from Seventeen magazine with Henry Holland, a London-based designer who is working with Mr Print stores.
XM: How did you start working with Mr Print? HH: Someone approached me in London. I had never heard of Mr Print but when I started doing research, and I saw how many South Africans loved the brand, I thought it would be a good way for me to get into the market. XM: Which Mr Print T-shirt is your favourite? HH: Oh, the animal print is definitely my favourite! XM: You’ve become known for creating amazing T-shirts. What’s your advice for making a T-shirt look different? HH: There are a lot of options. Wear them with statement jewellery or trimmings. I also think it’s cool to wear a T-shirt with something unexpected like a feathered skirt. XM: What do you think of South African style? HH: I love how South Africa embraces colour and print. It’s very exciting. There are so many countries where people are scared of wearing colour. XM: Do you like reading? HH: I travel quite a lot and I love magazines. They give a snapshot of what’s hot in fashion at any given time. XM: You started as a journalist and then you went on to design T-shirts. Now you’re a well-known fashion designer. Any advice for young designers? HH: I think young people need to research the fashion industry and look at the different ways to work in the industry. You could become a designer or a trend forecaster or a buyer! XM: Complete the following: When I was 14 … HH: I didn’t know what I was going to do. But I was always interested in fashion!
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Let’s write
Discuss the questions in your groups and then write down the answers.
Who does Xoli Mtshali work for?
Who is she interviewing?
Who do you think would be interested in reading this interview?
What was the purpose of the interview?
What item of clothing are they talking about?
Let’s write
Let’s write
Write these sentences in reported speech.
Make up three questions that you would like to ask Henry Holland. Don’t forget to begin your questions with a capital letter and end them in a question mark.
Henry Holland says that he loved working with South African designers. Henry Holland says,
“
Xoli Mtshali says that Henry Holland is a famous fashion designer. Xoli Mtshali says,
“ TEACHER: Sign
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More about T-shirts Henry Holland and Mr Print have combined their artistic and business talents to create a new T-shirt label. The T-shirts have been hugely successful. Part of their success is due to their using up and coming young designers, Flora and Tina of Floral Designs. Mr Print wants them to write an article on fashion for young people. They decide to ask you for help.
Write down three fashion topics they could write about for Let’s write 11 and 12-year-olds.
Let’s write
Two types of questions closed question: expects a yes or no answer. open question: the answer requires thinking and reflection and will give opinions and feelings.
Let’s write
You decide to write an article called, To label or not to label. For your article you need to interview people and use written resources. Who do you think you should interview? Write down two different sources, such as kids, shops or designers. Give a reason for choosing the sources you wrote down.
You interview a group of 12-year-olds because you need to find out what is important for them when they buy clothes. Is cost important? Is the shop where they buy their clothing important? Which is more important, being fashionable or being comfortable? Is it important to buy something that is well known? Do they want clothing that is going to last a long time or only one season? Who decides what they should buy - them or their mothers?
Write your questions here. Write two closed questions and two open questions.
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Let’s write
After interviewing the group of 12-yearolds, you take your research information and you draw a graph based on it.
60
Plain T-shirts
50 40
Imported T-shirts
30 20
Patterned T-shirts
10 0
Local T-shirts Spring
Winter
What do you notice about the plain and patterned T- shirts that are sold in spring and in winter? How many imported T-shirts are sold altogether? How many local T-shirts are sold? What is the difference? Why do you think imported T-shirts are so popular in spring? Do you think children prefer labelled T-shirts or T-shirts that have a particular look? Give a reason for your answer.
How many children preferred imported T-shirts to local T-shirts? How many children bought plain T-shirts in spring? How many children bought plain T-shirts in winter? Why is this the case? Write a few lines saying what else you found out in your survey.
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Learning about volleyball Let’s talk
Tell your group what sport you play. Now tell them what the rules of the game are. Use the active voice.
Active voice: the subject of the sentence does the action expressed in the verb. Example: The girl hit the ball.
Let’s read
The volleyball court in Hout Bay is alive with boys and girls at practice. What brings them to this sport?
A notice in the paper About two years ago the Hout Bay police were worried about gangsters in the area and they believed getting teenagers interested in sport would discourage them from joining a gang. So they put a notice in the newspaper asking people who were willing to coach the teenagers in sport to contact them. Amanda Coetzee saw the notice and phoned. “I’m a white auntie who used to play volleyball,” she told the police. “Fine,” they said. “Let’s start.” And so Amanda started her work as a volleyball coach. From boredom to volleyball The first day in the school hall the boys who slunk in looked bored. But some became interested and told others to come and play. Amanda got companies to sponsor the equipment. Eventually there were two teams and they started playing against teams from Muizenberg, the Cape Flats and Khayelitsha. A rising star Amanda says the most successful new star is Thandi Nkomo. She’s 11 years old and has played for the provincial under-14 team. The team was also in the provincial finals, but was beaten by the Algoa Bay team. It’s fast, exciting and joyful Thandi changed from hockey to volleyball. She says, “Volleyball is faster and more exciting. It’s joyful.” The Hout Bay teams practise two or three times a week. But Thandi is always on the court practising until the sun goes down. She does it because she loves it and has big plans for the future.
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Why did volleyball begin in Hout Bay? Have the teams been successful? For how long have they been playing volleyball? Where do you think this piece of writing comes from? Choose one of the following and give reasons for your answer. 1. A story 2. A play 3. A newspaper
Give this piece of writing a heading.
Let’s write
Read what Amanda says about volleyball and sport. Put what she says into reported speech.
“I played a lot of volleyball when I was younger.”
She said that “We need to get our young people interested in sport so they become fit and healthy.”
She said that Let’s write
Use the conjunctions to join these sentences below. Make sure that, if necessary, you use the appropriate pronoun. so
Thandi has big plans for the future. Thandi hopes to finish school with good matric results. Thandi is very good at volleyball. Thandi eventually wants to play volleyball for South Africa. Thandi practises hard. Thandi does not let volleyball interfere with her school work. Thandi is tall. Other team members try to give Thandi the ball to shoot.
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More about sport Complete the last paragraph of the story about Thandi, saying what kind Let’s write of plans you think she has. Write at least three sentences.
Complete the table below. Let’s write Write about a sporting activity. You may choose any sport you like. Name of sport Number of people needed to do the sport Equipment needed Level of difficulty: easy, hard, very hard One rule of the sport
Let’s write
Reporter
Imagine that you are interviewing Thandi for your school magazine. Complete the interview. Use the following question words: who, what, where, when.
I believe that you are one of the stars of your volleyball team. What is the secret of your success?
Thandi
Reporter
What are your plans for the future? Thandi
Reporter
Thandi
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Re-read the passage about Thandi. The information is written under different headings, which are listed below. Next to each heading, write Let’s write down a summary of no more than one sentence of the information given under that heading. A notice in the paper From boredom to volleyball A rising star It’s fast, exciting and joyful
Past and future continuous tenses You form the past continuous tense by using was (the past of the verb “to be”) and “ing”.
, Look at this picture, which you took of people in the park. The following day at school you show your Let’s write friend the picture and you tell her or him what the people were doing. Use the past continuous tense. Write down what you told your friend. Example
You form the future continuous tense by using “will be” (the future of the verb “to be”) and “ing”.
The boys were riding their bikes.
Now imagine that the activities in the photograph will only take place the next day. Write the sentences in the future continuous tense. Example
The boys will be riding their bikes.
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The dancing bee Let’s talk
Let’s read
Look at the pictures and talk about them. Do bees work alone or do they work with other bees? Why do you think this is so? What are the benefits of working together? Do you like working together with people or do you like working alone? Say why. Dancing bees
Think of a warm summer’s day. You are sitting outside in the sun, sipping a cold drink. Everything is quiet except for a low buzzing sound. The buzzing stops. You reach out your hand for your cold drink and then you see it: a small brown furry insect is licking the rim of your glass. It is a bee! In fact, it is a forager bee whose job is to find food for the other bees in its hive. The first thing it does when it gets back to the hive is to excite the other bees. It does this by running in small circles. When the bee is doing its dance, it may shake its body as well. All the bees gather round to smell the juice on the forager bee with their antennae. If the bees like the smell of your cold drink, they pay close attention to the forager. The forager bee carries on talking to them by dancing for them and wiggling its body. If it shakes its body very fast the food is very far away. If it moves more slowly, the food is nearby. Now the bees know how far to fly to your cold drink. So don’t spend too long sipping your cold drink; you might find you have to share it with a few hundred hungry bees!
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Where do you think this passage comes from? Tick your answer. Let’s write
A newspaper
National Geographic for Children
A story book
Why does the bee taste the girl’s cold drink? Why does the bee return to the hive? What do the other bees do to see if they like what the forager bee has found? What do the words “to pay close attention” mean? Tick one of the following. to watch very carefully
to get as close as possible to the bee
to crowd next to the bee
What do the bees do to show whether the food is far away or nearby?
Let’s write
rim source forager
In each row, match the first word with the word that means the same. Some of the words in the row mean almost the same thing. Choose the best word. Write the bold and the matching words into your dictionary. enclose cause hunter
frame spring scavenger
edge provide finder
border supply searcher
These sentences are broken into three parts which have been mixed up. Let’s write Match the parts. Bees The learner Some children My teacher
will be watching will be eating were trying were buzzing
Write these sentences in the Let’s write passive voice. The bees stung the girl.
Active and passive voice A sentence is written in the active voice when the subject of the sentence does the action in the sentence, e.g. the girl was washing the dog. A sentence is written in the passive voice when the action is done to the subject of the sentence by someone or something else, e.g. the dog was being washed by the girl.
The bees made honey.
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in their hive. her honey sandwich. to get honey from the hive. a TV series on bees.
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Thinking about bees and honey Put these sentences in order. Number them from 1 to 6.
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Let’s make a honey sandwich
Let’s write
Cut the sandwich in half. Eat it as soon as possible. Drip some honey on the buttered slice of bread. Put the unbuttered slice of bread on top of the other one. Butter one slice of the bread with a butter knife. Take two slices of bread. Do you see the blank boxes on this picture of Let’s write a bee? They are there so that you can label the drawing by writing the right word in each box. Use the words in the list to label the drawing.
Honey Bee
1. 2. 3. 4. 5. 6.
tube-like tongue wing head eye legs antennae
6. 2.
4.
3. 1. 5.
Let’s write
Use the words in the box to write a factual paragraph about the parts of a bee. Make sure that your paragraph has a topic sentence and supporting sentences, and that you use conjunctions to join the sentences.
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Jimmy is interested in bees and he has been asked to write a report about them. However, something goes wrong Let’s write and the information in his report is not in the right order. Rewrite the report making sure that it has the following:
After you have re-ordered the report, do the following:
A title An opening statement A description of what the bee looks like Information about where it lives Information about what it does A final statement summarising the report
Underline the factual, descriptive adjectives in blue. Circle the pronouns. Underline the action words in red. Underline the words that tell you what the bees look like in green.
These bees collect nectar for honey. They dance on the honeycomb to show the other bees where the best flowers for honey are. Honey bees may fly 20 000 km to collect enough nectar for 500 g of honey. The honey bee is bright yellow and orange. It is 12 mm long and has six legs. The honey bee has three separate parts to its body. The honey bee This insect lives in all parts of South Africa. The honey bee is an insect. Most people like the honey that the bees work so hard to make.
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The amazing kangaroo Let’s talk
Kangaroos live only in Australia. Do you know an animal that lives only in South Africa? Describe the animal to your group. Do you know anything about kangaroos? If so, what? Look at the pictures of the kangaroos and talk about them.
Let’s read Meet the kangaroo – a wonderful mother and a high-speed hopper
If someone asked you to dream up a funny-looking animal, you would probably find it hard to think of an animal more strange and interesting than the kangaroo. Kangaroos live only in Australia. They eat grass and they move by hopping. They are very fast and can hop at speeds of sixty to seventy kilometres per hour (a little bit faster than a horse). They can jump as high as three metres. The kangaroo uses its front pair of teeth to chew. When those teeth are worn out, they fall out. The next pair of teeth move forward into the place of the old ones. By the time a kangaroo is twenty years old, it is using its last teeth. The female kangaroo has a pouch. She carries her baby, which is called a “joey”, in this pouch until it can look after itself. The way the joey grows is fascinating. After thirty-three days of growing inside the mother’s womb, the baby is born. It looks like a pink worm. It is about three centimetres long. Its back legs are just beginning to grow. The front legs, which are very tiny, are just strong enough to help it climb into the mother’s pouch. It will stay in the mother’s pouch for over six months, drinking milk from the mother. During this time, it grows from a blind, pink worm to a small, fur-covered kangaroo. The front and back legs grow strong. The ears, eyes and nose also develop fully. What a wonderful mother the kangaroo is!
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Do you think the kangaroo is a funny-looking animal? Why? Let’s write
In what way are the kangaroo’s teeth different from your teeth? How does the kangaroo move about? Do you think they are good mothers? Why? How fast can a kangaroo go? What is a baby kangaroo called? Why does the mother have a pouch? How long does the baby kangaroo stay in the mother’s pouch?
Choose the word from each row that has the closest meaning to the
Let’s write word in bold. Write the words in bold in your dictionary.
strange pouch fascinating develop
amusing bag charming grow
peculiar purse interesting expand
foreign satchel cute increase
funny pocket absorbing widen
Turn these sentences into questions. Start each question with the word Let’s write in brackets. Don’t forget the question mark. Example
Kangaroos live only in Australia. (do) Do kangaroos live only in Australia?
Kangaroos eat grass, berries and nuts. (what) Kangaroos jump three metres high. (how) TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 99
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Thinking about kangaroos Let’s write
Use the information in the box to write a factual paragraph about the kangaroo.
Name: kangaroo Height: 0,6-1,5 m Weight: 18-95 kg Top speed: 55 km/h How long they live: 4-10 years Colour: tan, brown, grey Favourite food: grass
Use a mind map to help you to plan your writing Write a rough draft Ask a friend to edit the draft Revise your text and make the necessary corrections Then write it neatly in your book.
Let’s write
Mother kangaroo is worried about her baby. She calls for him and he comes hopping back to her. This is some of what they said. You fill in the rest. Use exclamation marks.
KANGAROO:
I told you to be back in my pouch at half-past-five. You know it gets dark early in winter and it is not safe for you to be out at night!
BABY:
_______________________________________________________
KANGAROO:
_______________________________________________________
BABY:
Oh Mom, I was just having fun. Can we have supper now?
KANGAROO:
_______________________________________________________
BABY:
_______________________________________________________
KANGAROO:
_______________________________________________________
BABY:
Good night. I love you!
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grey
u a edit nd ons book.
Date:
Let’s write
e!
ut m A re p o rt a b o
How well do you know yourself?
Imagine that you are a reporter for a magazine. Can you write a report about yourself? What would you say? Here is a way to get to know yourself. Under each of the headings below list your interests, qualities, abilities and values. My interests Examples: playing volleyball, drawing, cooking
My abilities and talents Examples: excellent wing, good at telling jokes, learning about computers
My qualities Examples: caring, outgoing, quiet, lively
My values Examples: honesty, reliability, hard work
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 101
Date
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I can work in a group and identify reasons for working with others participate in an interview read an informative text answer questions based on an informative text collect information and formulate questions use appropriate punctuation marks analyse information from a graph write information in reported speech using inverted commas write open and closed questions formulate an opinion and give reasons summarise information from the graph use the active and passive voice read a report, give a report a heading and write a report match words with their meanings use conjunctions to join sentences and use the right pronouns write a paragraph to complete a text complete a table use pictures to write a text complete an interview using appropriate question words summarise information use the past and future continuous tense identify source of text match parts of a sentence write sentences using the passive voice order information label a drawing write a factual paragraph making sure there is a topic and supporting sentences identify descriptive adjectives, pronouns, verbs and question words turn statements into questions
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C o n t e n t s
Theme 4: Fact and fiction Imagining worlds Term 2: Weeks 5 – 6 49 Let’s do rhythm
55 Who am I?
104
Participates in a group discussion. Reads limericks. Identifies format of a limerick. Expresses an opinion. Answers specific questions. Scans a poem.
50 Rhyming
107
Identifies words that rhyme Writes sentences that rhyme. Uses similes in sentences. Identifies rhyming patterns. Writes own limerick. Identifies syllabic beats.
51 Some more poetry
56 How abstract can I get?
108
Talks about his or her favourite season. Reads a poem about autumn. Answers specific questions about the poem. Explains meanings of phrases. Matches words with their meanings. Identifies personification. Writes own poem using personification.
52 Working with words
110
Reads a poem out loud with a partner. Identifies rhyming words in the poem. Writes down descriptive words about summer. Writes own rhyming poem about summer. Writes sentences based on a picture using the present continuous tense. Underlines verbs in sentences. Writes a paragraph using descriptive adjectives.
53 Wow! What a strange
poem!
112
Reads a poem. Acts out a poem in front of her or his group. Gives the poem a title. Answers specific questions about the poem. Writes down descriptive words. Identifies meanings of words. Gives a reason for liking or not liking the poem. Identifies interjections and exclamation marks.
54 Let’s be creative
114
Looks up words in a dictionary. Looks up meanings of words in a dictionary to determine root and meaning. Writes own poem using a specific rhyme scheme. Describes a drawing. Draws a picture to match a poem. Identifies alliteration in a poem. Creates names for animals using alliteration. Writes a poem using alliteration.
HL_GR5_ENG_BODY_BK1.indb 103
116
Talks to a partner about himself or herself or who he or she would like to be. Describes himself or herself. Reads a poem. Gives the poem a title. Identifies the speaker of the poem. Answers specific questions about the poem. Says whether he or she prefers rhyming or non-rhyming poetry. Circles abstract nouns. Writes down abstract nouns of his or her own. Writes a sentence using an abstract noun.
118
Writes a descriptive paragraph using abstract nouns. Writes a poem about herself or himself using a specific outline. Reads a poem that uses an abstract noun. Identifies metaphors in the poem. Changes a metaphor into a simile.
Instructions Term 2: Weeks 7 – 8 57 The creation myth of
the San
120
Discusses creation with her or his group. Reads a myth about the creation of the San. Answers specific questions about the myth Identifies meaning of the word San. Writes a paragraph. Finds words in a text and then matches the words with their meanings.
58 Thinking about Mantis
122
Orders sentences to form a coherent paragraph. Uses appropriate punctuation. Writes a descriptive paragraph. Uses link words. Completes a table using adjectives of comparison. Turns statements into questions using specific question words. Uses the question mark appropriately.
59 The peacock earns a
reward
124
Discusses a picture of a peacock. Reads a myth about the peacock. Answers specific questions about the peacock. Choses a heading for the story. Explains why the story of the peacock is a fable. Gives an opinion with a reason. Identifies the meanings of idioms.
60 More about the peacock
126
Identifies topic and supporting sentences in a poem. Rewrites a poem omitting irrelevant information. Completes a table identifying characters, setting, events leading to the conflict, the struggle, events resulting from the conflict and the moral of the story. Matches words with their definitions. Uses words to describe the peacock before and after his transformation. Changes sentences from direct to indirect speech.
61 Anansi the greedy spider
and the turtle
128
Works out the meaning of the fable from the pictures. Predicts how the fable will end. Reads and then answers specific questions about the fable. Identifies central idea, plot, setting and character. Identifies moral of the story. Scans the workbook for information. Uses prefixes to form new words.
62 More about Anansi
130
Plans a story. Identifies main idea, plot, setting and characters. Identifies descriptive adjectives to describe Anansi the spider. Writes sentences using the descriptive words. Tells his or her group about someone he or she knows, using descriptive words. Writes sequence of events using link words. Completes sentences using gerunds and infinitives. Punctuates a sentence using capital letters, full stops, commas, question marks and inverted commas.
63 How the zebra got its
stripes
132
Identifies what a make-believe story is. Tells a story that is make believe. Talks about the cover of a book and identifies the artist, information from the cover and predicts what is going to happen in the story. Reads a story. Answers specific questions about the story. Identifies the differences between a true story and a myth. Uses conjunctions to join sentences.
64 Make up your own myth
134
Identifies meanings of similes and metaphors. Writes a sentence using a simile. Changes sentences from the singular to the plural. Writes a myth. Checklist
103
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Term 2 – Week 5–6
49
Let’s do rhythm Let’s talk
Have you ever been in trouble for kicking a ball and breaking something? Tell your group what happened. Is a Ferrari an expensive car? Say why you think so. Do you know anybody who owns a posh car? Tell your partner what it is like.
Let’s read Read these poems.
There was a man with a Ferrari Who rushed through the Kalahari
There once was a wonderful star
To buy some books About his good looks
Who thought she would go very far Until she fell down
For he was in a great hurry.
And looked like a clown
Y. Ganie
She knew she would never go far. Kaitlyn Guenther
There was an old man of Peru This type of poem is called a limerick.
Let’s write
Who dreamt he was eating his shoe. He woke in the night, With a terrible fright,
Which poem do you think is the funniest? Say why.
And found it was perfectly true. Anonymous
Change the instruction to Look at the limericks carefully and then say whether the following are true or false. Tick T for “true” and F for “false”. Limericks have five lines
T
F
Limericks are serious poems
T
F
The lines in a limerick rhyme.
T
F
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? Let’s write
Do you think the man in the Ferrari and the lady who was a star thought they were special? Say why.
like.
What did the man in the Ferrari want to do?
What happened to the old man who dreamt about his shoe?
Do you think the limerick about the shoe is funny? Say why.
When you scan a poem, you work out its rhythm. This is quite easy. Read the poem out loud to yourself, and listen to the syllables that you emphasise. Some syllables are stressed, and some aren’t. Here is an Let’s write example, in which we have marked the stressed syllables with 4 and the unstressed syllables with 7. 7 7 7 4
Example: They returned 7 4 from the ride
Now try scanning this poem. Work with your friend. First clap the words, then mark the stressed and unstressed syllables. The Chameleon changes his colour; He can look like a tree or a wall; He is timid and shy and he hates to be seen, So he simply sits down on the grass and grows green, And pretends he is nothing at all.
TEACHER: Sign Eng Lang Gr5 BK1 TH4.indd 105
Date
105 2013/07/13 10:31 AM
Term 2 – Week 5–6
50
Rhyming Let’s write
snake
Let’s write
Write down words that rhyme with the ones below: double
dress
part
right
Now use two of the words to write sentences that rhyme:
Example: Look at the snake
Let’s write
He’s slithering to the lake
Look at the poem about the chameleon again. The poet says he can look like a tree or a wall.
The poet is using a simile. What do you think the poet means when he says the chameleon looks like a tree?
Simile A simile uses the words “like” or “as” to compare one object or idea with another.
Example: She is as busy as a bee.
Make up three of your own similes and say what they mean. Use these pairs of words in your similes. fit and fiddle sound and foghorn sings and bird
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Date:
Let’s write
Some poems rhyme, and some don’t. Poems that do rhyme have patterns of rhyming lines. There’s a special way to show which lines in a poem rhyme.
Put A next to the first line. If the word at the end of the next line rhymes with the word at the end of the first line put A again. When you get to a word that doesn’t rhyme with it, put B. Continue writing a new letter if a line doesn’t rhyme with any of the lines that come before it. Read this limerick and then answer the questions: There once was a girl from Neel
(A)
How many lines does this limerick have?
Who threw food on the floor at each meal. With manners so bad Which words rhyme? Show the rhyming pattern. We have started the pattern for you.
She made her mom mad, And made her dad bellow and squeal.
Now write your own limerick, starting like this: Let’s write
ur
There once was a boy who could sing
Clap your hands to show the syllables in these words.
Fun Remember, one syllable equals one beat. Then break
up the words into their syllables.
Example:
concert
con / cert eber
Willie Wonka and the Choc
Bi Justin
olate Factory
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Term 2 – Week 5–6
51
Some more poetry Work in your groups. Let’s talk
What is your favourite season? Say why. What is your least favourite season? Say why.
Let’s read
Autumn’s chores Summer’s getting drowsy now; Soon she will be dozing; Flowers are folding up their heads, Another season’s closing. Autumn’s waiting in the wings, Impatient to get going, He has a lot of work to do, Before it’s time for snowing. “I have to paint the leaves,” he says, “In shades of red and gold, And send the birds along their way Before it gets too cold Sunshiny days will be shorter now; I’ll add a cool, crisp breeze; For this relief from summer heat, I make no apologies. I have just one more thing to do; My work is almost done; I’ll turn the leaves to crunchy piles, So kids can have autumn fun!”
Let’s write
Joanna Fuchs
Discuss the questions with your partner and then write down the answers. What season of the year is the poem about? Tick the correct answer. Spring Summer Autumn Winter
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Date:
What is going to happen to summer?
What colours do leaves turn before they fall off trees?
What will autumn do to the leaves to make it fun for children?
Explain the meaning of these phrases: waiting in the wings season’s closing
Let’s write
Match the words in the left-hand column with the words on the right. Write the words in bold in your dictionary. drowsy
task; job
impatient
hard and dry
crisp
rest
relief
in a hurry
crunchy
sleepy
chore
cool
Let’s write
Underline four examples of personification in the poem.
Metaphor: A metaphor states a fact or draws a verbal picture by the use of comparison. A simile says you are like something (the chameleon can look like a tree); a metaphor is more positive - it says you are something (the chameleon is a tree). Personification is a kind of metaphor in which human characteristics are given to something that is not human. Example: The sea lashed out in anger.
Hey diddle, Diddle, Let’s write
The cat and the fiddle,
Now read this children’s nursery rhyme. Can you see how the cow, dog and dish are given human characteristics?
The cow jumped over the moon;
Make up a poem of your own in which you use personification.
And the dish ran away with the spoon.
The little dog laughed To see such sport,
TEACHER: Sign Eng Lang Gr5 BK1 TH4.indd 109
Date
109 2013/07/13 10:31 AM
Term 2 – Week 5–6
52
Working with words Read the poem Autumn’s chores out loud with your partner. Let’s talk
Did you notice that some words rhyme? In which lines do you find the rhyming words? Does that happen in every verse?
Let’s write
You are going to write your own rhyming poem. Read the lines below. They are the first few lines of a poem about winter. The words at the end of each pair of lines rhyme.
On Monday icy rains poured down and flooded drains all over town. Tuesday’s frost that bit your ears was cold enough to freeze your tears.
Now write a similar poem about a week in summer. First write down all the words you can think of to describe summer weather. See if any of them rhyme. Write down more words you might use that do rhyme with the words you already have. Now you can use these words to help you write your poem.
Remember to use rhyming words at the end of each pair of lines. And begin each verse with “On”. Example: On Monday, sun in bright blue skies Write your own rhyming poem here.
A verse is a group of lines in a poem. Some poems have one verse, some poems have many verses. The poem “Autumn’s chores” has five verses.
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Let’s write
Tell your group what these people are doing. Use the present continuous tense. Now write down your sentences and underline each verb.
We us e contin the presen t u an act ous tense io to now. W n that is tak talk about i ng pla e form using am, is this tense ce by an Examp le: The d are plus – down i the pa snake is slid ng. th. ing
Example: The girls are playing soccer.
Let’s write
Look at the poem Autumn’s chores again. The poet uses descriptive adjectives to describe Autumn. Instead of saying breeze, she talks about the cool, crisp breeze; and instead of just saying piles of leaves, she talks about crunchy piles.
Write a paragraph of four lines about a season of the year. Use descriptive adjectives to make your writing come alive.
a e ny
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Date
111 2013/07/12 8:12 AM
Term 2 – Week 5–6
53
Wow! What a strange poem! Let’s talk
Read this poem and then act out the second, third and fourth verses in front of your group.
Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. “Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!” He took his vorpal sword in hand: Long time the manxome foe he sought -So rested he by the Tumtum tree, And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back! Lewis Carroll (abridged); source: www.poetryfoundation.org
Give the poem a title. Let’s write
The poet, Lewis Carroll, has used many made-up words. Why do you think he did this? Tick the answer that you think is correct.
He wanted to make the poem mysterious. He wanted readers to use their imagination when reading the poem. He was too lazy to use real words. He didn’t want his readers to understand the poem.
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You have acted out some of the poem. What do you think the poem is about?
If you met the Jabberwock in the dark would it frighten you? Say why.
Write down three things that describe the Jabberwock.
Write down what you think these words mean. brillig slithy toves gyre and gimble frumious whiffling tulgey wood Did you like the poem? Say why.
Let’s write
The title of this worksheet Wow! What a strange poem! has two exclamation marks. The first is after an interjection which is a short word used to express surprise; the swecond is an exclamation. Underline the interjections and circle the exclamation marks in the following short poem.
When Reginald was home with the flu, uh-huh-huh, The doctor knew just what to do-hoo. He cured the infection With one small injection While Reginald uttered some interjections... Hey! That smarts!
Interjections are words used to express strong feeling or sudden emotion. They are included in a sentence - usually at the beginning - to express surprise, disgust, joy, excitement or enthusiasm.
Ouch! That hurts! Yow! That’s not fair giving a guy a shot down there!
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 113
An exclamation mark (!) is used after a sentence that expresses a strong emotion.
Date
113 2013/07/12 8:12 AM
Term 2 – Week 5–6
54
Let’s be creative Look up brillig and toves in your dictionaries. Did you find them? Let’s write
No! Because they don’t exist. They are made-up words.
Now look up chortle. You will find that it is a combination of chuckle and snort. Lewis Carroll made this one up as well. He called the words he made up portmanteau (a suitcase) words because they collapsed onto each other like things in a suitcase. Some of his portmanteau words have been included in our modern English language, but others have not. Work with your group. Look up these words to see what other words they are made of:
frumious
uffish
Let’s write
Let’s write
slithy
burble
mimsy
frabjous
mome
galumph
Write a verse of your own using your own made-up words. Your verse should be four lines long. Use the rhyme scheme of the Jabberwocky poem: a, b, a, b.
Look at the drawing next to the poem. Describe it.
Does the drawing give you an idea of what the poem is about? Say why.
If you were asked to do a drawing for the Jabberwocky poem, what would you draw? Say why.
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Let’s write
When we write poetry we use words in special ways. One of the special ways is called alliteration. Read this poem and circle all the examples of alliteration.
Alliteration is when words that are close to each other use the same sound. Remember, not the same letter but the same sound. e.g. the cart clanked and clattered down the road.
The Football Game Blitz and blocking, bump-and-run, Drive and drop kick, the other team’s done. End zone, end line, ebb and flow, Snap, sack, scrambling, I love it so! Football is fun and fabulous too. Let’s go to the stadium, just me and you Give some animals names using alliteration. Let’s write
Example: Gerry Giraffe, Freddy Frog. Leo Lion cat
dog
fish
tiger
Extend this line into a story poem. Have fun! Let’s write
Bubble bunny, a bundle of fun
(A) (B) (A) (B)
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Date
115 2013/07/12 8:12 AM
Term 2 – Week 5–6
55
Who am I? Talk to your partner about these questions. Let’s talk Are you happy with who you are or would you like to be someone else? Say why. Tell your partner about someone who really understands who you are. Describe yourself to your partner. You may talk about what you look like or what kind of person you are. Now describe your very best friend. Do you think he or she would agree with your description? Say why. Imagine that you wanted to be someone else. Who would you want to be? Say why.
Let’s read
Read this poem. Let’s write
Some people think they know me Some think they know me better than others But I think they are all mistaken. Sometimes I’m tall Sometimes I’m short Sometimes I’m fat Sometimes I’m thin. But they still say they know me But they don’t Because I’m not describing me I’m describing my shadow.
Give the poem a title.
Who is talking in this poem?
People usually write a poem when something inspires them or makes them think about something. What do you think encouraged this poet to write his poem?
Joe Mhlontlo
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Date:
Explain how one’s shadow can be fat, thin, tall and short.
The poem does not rhyme. Read a version of the poem below that does rhyme. Do you think the poem works better? Say why.
Some people think they know me Some think I’m rather fat But if you see my shadow I’m thin and sometimes flat.
Circle the abstract nouns in the
Let’s write sentences below.
My friend asked me to think about the importance of friendship.
Abstr a The mother’s love for her child was obvious. feelin ct nouns a gs or re ide q a love, fear, a ualities suc s, The child looked at the pile of sweets with greedy eyes. n h beau ty, an ger, coura as g d bor canno edom e, joy, t b e Her eyes were full of longing as she looked at the puppies. .T seen or tou hey ched. She clapped her hands with joy when the school won the soccer tournament.
Let’s write
Think of three abstract nouns of your own. Write them below.
Write a sentence using one of your abstract nouns.
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Date
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Term 2 – Week 5–6
56
How abstract can I get? Let’s write
Write a paragraph of five lines describing yourself. Try and use at least two abstract nouns in your description.
Let’s write
Write a poem about yourself. Use this outline.
Line 1: Line 2:
, (3 personal characteristics or physical traits)
,
Line 3: Brother or sister of
or son/daughter of
Line 4: Who loves
( Your name )
,
, and
Line 5: Who feels
about
(3 people, things, ideas) (1 emotion about 1 thing)
Line 6: Who needs
,
, and
(3 things you need)
Line 7: Who gives
,
, and
(3 objects you share)
Line 8: Who fears
,
, and
(3 items)
Line 9: Who’d like to see, Line 10: Who dreams of Line 11: A student of Line 12:
(1 place, or person) (1 item or idea) (your school or teacher’s name) (Nickname or repeat your first name)
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Date:
HAPPINESS Happiness is an orange It smells like a field of flowers It tastes like chocolate ice-cream It sounds like the school bell at the end of the day It feels like the fur of my pet cat It lives at my house most of the time
Let’s talk
Read this poem that uses ‘happiness’ as an abstract noun and then make up your own poem using an abstract noun. Read the poem to the class.
Rewrite one of the verses and change the metaphor to a simile.
Now read this poem
The sun is an orange dinghy Sailing across a calm sea It is a yellow beach ball Kicked high into the summer sky
Divide these words into syllables.
Let’s write
de/scri/bing
Divide a word after each syllable e.g. re-com-men-da-tion, sell-ing, buzz-er. Do not divide a one-syllable word.
sometimes
mistaken
Let’s write
because
shadow TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 119
Date
119 2013/07/12 8:12 AM
Term 2 – Week 7– 8
57
The creation myth of the San Let’s talk
Let’s read
What do you think the word creation means? Have you ever created anything? Who do you think created the world? Who do you think created you?
Every group has its own favourite stories that people tell over and over again. These stories are called folk tales. This story is a folk tale about a hare who is full of tricks.
Creation myth of the San
Mantis was present at the very beginning of the world. A bee carried him over the dark stormy waters that covered the new earth. The bee felt cold and tired. He looked for solid earth where he could put down this burden. He flew slower and slower, nearer and nearer the water. At last, floating on the water was a big white flower that was half open. He put Mantis in the heart of the flower and planted in him the seed of the first human being. The seed was safe from the wind and the water. Then the bee died. Mantis awoke in the morning sun and the first San person was born. The praying mantis is the San god who created and named all things. Mantis sends rain and brings good hunting. He protects people from illness and danger. But the San do not pray to Mantis. They pray to the sun, moon and stars, but never to Mantis. Have you ever seen a praying mantis? Let’s write
What words would you use to describe a praying mantis?
What good things does the praying mantis do for the San people?
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Date:
Is it important to do good things for other people?
Talk about two good things that you have done.
A metaphor (pronounced: Met-uh-for) is a figure of speech that describes one thing as something else. It does not use like or as.
What is another word for the San people? Choose from these words:
Bushmen
Xhosa
Zulu
Tsonga
The bee and the praying mantis made sure that the first San child was born. Why do you think the bee was chosen for this task? Choose the best word to complete this sentence:
kick
The writer chose the bee because it can other insects that try to stop it.
bite
sting hurt
What does Mantis protect the San from? To whom do the San pray? Imagine that you see a praying mantis on a leaf. What would you do? Would you do something different if you were smaller, perhaps the size of a bug? Say why?
raining hard Let’s write
heavy weight
Find words in text with these meanings and write them in the correct spaces. Write your words in your dictionary.
defends firm be at a certain place TEACHER: Sign
Eng Lang Gr5 BK1 TH4.indd 121
Date
121 2013/07/12 8:19 AM
Term 2 – Week 7– 8
58
Thinking about Mantis Let’s write
Put these sentences in the right order to make a paragraph. Don’t forget to start your sentences with a capital letter and end with a full stop.
Mantis awoke in the morning sun and the first San person was born then the bee died at last, floating on the water was a big white flower that was half opened he put Mantis in the heart of the flower and planted in him the seed of the first human being Mantis was present at the very beginning of the world a bee carried him over the dark stormy waters that covered the new earth he praying mantis is the San god who created and named all things Mantis sends rain and brings good hunting
Let’s write
Use these words to write a descriptive paragraph about the praying mantis. Use descriptive words and these words to link the sentences:
he
while
and
his
or
head turn 180°; eyes scan surroundings for prey; sits, waits for prey; stalks prey; thin, green body; long arms can fold in front of its body; rows of sharp spikes on the front legs; strikes;
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Let’s write
Complete the table using adjectives of comparison.
Example: long longer
longest
safe wide dark light near
Let’s write
Turn these sentences into questions. Start each question with the word in brackets. Don’t forget the question mark.
Example The San pray to the sun, moon and stars. (Who) Who do the San pray to? Mantis was present at the very beginning of the world. (Where)
A bee carried him over the sea. (Who)
The bee felt cold and tired. (How)
He looked for some solid ground. (What)
The bee died after he had found a safe place for Mantis. (When)
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Term 2 – Week 7– 8
59
The peacock earns a reward Let’s talk
Look at the picture of the peacock. Talk about it’s feathers, its tail, its feet, the way it stands. Do you think it is a beautiful bird? What is beautiful about it? Find out what a female peacock is called.
Let’s read
A long time ago, the peacock was a very plain bird. His feathers and tail were brown and dirty, and he had funny wrinkled feet. One day, while Peacock was busy pecking away at food on the ground, Indra, the god of the sky, raced by. “Where are you going in such a hurry?” asked Peacock. “The evil king Ravana is trying to catch me. And although I am a god and I can use lightning to hurt people, nothing can touch Ravana. All I can do to save myself is hide away. But there is no place here for me to hide.” “Come quickly. I’ll put up my tail and you can hide behind it.” Ravana did not see Indra and went past him into the deep forest. “Thank you, thank you,” said Indra. “You are so plain but so brave. In return for being so courageous, I’ll make you the most beautiful bird in the world.” As he spoke, the peacock changed. His feathers became a bright blue and his tail a beautiful green fan with golden eyes. Peacock looked at himself in the water and saw how beautiful he was. He became very vain and walked around with his head held high. Whenever he saw a peahen, whose feathers were still brown, he would open his tail to show her how beautiful he was. But what didn’t change? His feet! And whenever Peacock looked at his feet and saw how ugly they were, he would put down his tail and screech! In ancient India it was said that whenever Peacock screeched, it meant there would be thunder, lightning and rain. Indra, the god of thunder and lightning, had made Peacock his messenger.
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Let’s write
What did the peacock look like before he was changed?
What did he look like after he was changed?
How did he behave after he became beautiful?
Do you know anybody who thinks he or she is very good looking?
How does he or she behave?
Choose the best heading for the story: Do you think the story of the peacock is a fable? Say why.
Indra flees from a strong god How the peacock got its feathers The peacock and the peahen
Why did Indra change the peacock’s feathers and tail?
Do you think Peacock was nicer before he changed into a beautiful bird or after he became beautiful? Give reasons for your answer.
A fable is a story that usually has animal characters, and is about events that are not true. It teaches us a lesson.
You have read the story about an ugly peacock that became beautiful. Let’s write What do you think “as proud as a peacock” means? Now talk about what you think these mean in your group and then write down the meanings.
A memory like an elephant As happy as a lark
Raining cats and dogs As quiet as a mouse TEACHER: Sign
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Term 2 – Week 7– 8
60
More about the Peacock Let’s write
Look at the heading and the first sentence of the poem below. They tell you what it is about. The other sentences are supporting sentences. They tell you more about the main sentence. However, some of the sentences do not belong in this poem. These sentences do not tell you more about the main idea. Rewrite the poem and leave out those sentences.
The Peacock Peacock, peacock, your colours are fine, Happy little sparrow That lovely sea blue, I wish you were mine. Your beautiful patterns look like a rainbow, With wonderful colours of green, blue and yellow. You hop here, you hop there, Your movement is beautiful, elegant and proud, And the sound of your cry is so very loud. Your eyes are magical and wonderful green. Chirp! chirp! you call your friends. You really are a sight to be seen.
Let’s write
Complete the table below. In the first column, write down the characters in the fable and describe the setting. In the second column, write down the events that led to the problem or conflict. In the third column, describe the conflict or problem, then write down what happened because of the conflict. Lastly, write down the moral or lesson of the fable. Characters and Setting
Events leading to Struggle in story conflict
Events resulting from conflict
Moral Lesson
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l ey es ut
Date:
plain Let’s write
Read the definition and fill in the blank space with the best word from the list.
courageous
vain screech
a high shrill cry not at all beautiful very proud of your appearance able to face and deal with danger
Let’s write
Use words from the box that describe what the peacock looked like before he became beautiful and after he became beautiful.
plain beautiful
bright blue
green
brown
Before
Let’s write
funny wrinkled golden eyes
dirty After
Change these sentences from direct to indirect speech.
“Where are you going in such a hurry?” asked Peacock. Peacock asked Indra “The evil king Ravana is trying to catch me.” Indra said that “In return for being so courageous, I’ll make you the most beautiful bird in the world.” Indra said that TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 127
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127 2013/07/12 8:13 AM
Term 2 – Week 7– 8
61
Anansi the greedy spider and the turtle Work in your groups. Let’s talk
Look at the title of the fable and the pictures and tell your group what you think the story is going to be about. How do you think the story will end?
One evening, Anansi the spider sat down to a delicious supper. Just as Anansi was about to put the first bite into his mouth, he heard a knock on his door. He opened the door. There was Turtle, who looked very tired. Turtle said, “Anansi, please let me in. I’ve walked so far today, and I’m so tired and hungry.” But Anansi was too selfish to share his supper with anyone else. So he came up with a nasty plan. Just as Turtle sat down at the table and began to reach for some food, Anansi yelled at him, “Turtle, your hands are all dirty! You can’t eat with your hands all dirty! Go wash them.” Turtle’s hands were dirty, from walking on them all day. So Turtle slowly crawled to the river and washed his hands, and then slowly crawled back to the table. Meanwhile Anansi had started eating up the food. By the time Turtle got back the food was nearly all gone. And just as Turtle sat down Anansi started yelling again, “Turtle, your hands are still dirty! Go wash them again!” And they were dirty, because Turtle had used them to crawl back from the river. Sadly, Turtle got up and went to wash his hands again. By the time Turtle had crawled all the way back there was no more food. Turtle looked at Anansi and said, “Thank you for inviting me to dinner. If you’re ever near my house, please come by and have supper with me.” Well, as time went by, Anansi the spider began to think more and more about how Turtle had promised to feed him. So one day he walked over to Turtle’s house at lunch time, when the sun was high over the river. Turtle was lying on a rock in the sun, warming himself up, as turtles do. When Turtle saw Anansi, he said, “Hello there, Anansi! Have you come to have dinner with me?” And Anansi said, “Yes, that would be very nice, thank you.” He was getting hungrier and hungrier. So Turtle dived into the water. Anansi waited on the rocks by the shore. Pretty soon Turtle swam back up and said, “OK Anansi! It is all ready now. Please join me for dinner.” And Turtle dived down again and began to eat the green leaves he had for dinner. Anansi tried to dive down to the bottom of the river, but he was a spider, not a turtle, and he couldn’t dive that deep. He kept floating back up to the surface again. He tried jumping in, he tried diving in, but nothing helped. He just couldn’t get down to that dinner. Finally Anansi had an idea. He put lots of stones in the pockets of his coat, until he was heavy enough to sink down to the bottom of the river. He saw Turtle’s table, full of juicy green leaves and lots of other delicious food.
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But just as Anansi was reaching for some of that delicious food, Turtle stopped him. Turtle said, “Anansi, surely you’re not going to eat dinner with your coat on? That’s not how we do things at my house.” Anansi took his coat off. But without the rocks in his pockets to hold him down, he floated right back to the surface of the river again, and popped right out of the water. Who is the story about? Where does the story take place? What is the story about? What is the moral of the story? Tick the best one. All’s well that ends well! When you try to outsmart someone, you may find that you're the one outsmarted. Don’t bite the hand that feeds you.
Let’s write
Scan your workbook and answer these questions.
On what page is the story about Anansi the Spider? What is the first activity you have to do? What is the last activity you have to do? In what week do you learn about prefixes?
Let’s write
im take
un
A prefix is a group of letters added before a word to alter its meaning and form a new word
Use prefixes to make new words:
dis
possible
mis belief
tidy TEACHER: Sign
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More about Ananzi SETTING
Term 2 – Week 7– 8
CHARACTERS
Let’s write
Create a story spider. Fill in the blanks on the Spider Legs. Complete your blank spider legs with: main character(s), main idea, setting and plot.
Firs MAIN IDEA
PLOT
The The Afte
Som
The The Fina
Fill in adjectives that describe Anansi’s character. Let’s write
greedy
nasty
hungry
Select some from the box below.
kind gentle
mean tired
selfish young
pretty clever
big
small
trickster
In the space below, write three complete sentences using the words from your description.
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Now think about a person you know and then describe him or her using words from this table.
Let’s write
young or old clever or dull Let’s write
strong or weak tall or short kind or domineering talkative or quiet
Write the sequence of the events in this story.
Gerunds and infinitives are forms of verbs that act like nouns. They can follow other verbs and adjectives. Gerunds can also follow prepositions
First the spider sat down to eat a delicious meal.
Then Then After that Some time later Anansi went to visit the turtle hoping to get a good meal.
Then Then Finally Let’s write
muscular or thin caring or selfish
A gerund (often known as an -ing word) is a noun formed from a verb by adding -ing. An infinitive is to + the verb.
Fill in the gerund or the infinitive.
We encouraged her
(read ) as many fables as possible. (force) her
It’s no good
(read) about
Ananzi if she doesn’t want to. I promised
(care) for the spiders but I’m not much good at (care) for spiders (see) so we made Thandi
The film about spiders was really worth (go) to the movies with us. Normally I enjoy
(go) out but today I’d prefer
(stay) indoors. “Do you mind
(spin) a web all the time?” asked the ant. TEACHER: Sign
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Term 2 – Week 11
63
How the zebra got its stripes Let’s talk
The story is a make-believe story. What do you think a make-believe story is? Do you know any make-believe stories? Perhaps your grandma or mom has told you some? If you do know one, tell it to your group. Why do you think the story is being retold? Who is the artist? Predict what you think is going to happen in the story.
Let’s read
A long, long time ago, a large and vicious baboon went to live on the banks of the river. The baboon caused a lot of disturbance to the animals that had been living peacefully along the river banks. He claimed all the land along the river as his own personal property, and said that no one had the right to drink the water from the river. The other animals were angry and thirsty but no-one was brave enough or strong enough to challenge the baboon’s decision – except for the zebra. At that time, the zebra had a milky white coat and looked just like a white horse. The brave zebra found the baboon, who was relaxing next to a big fire, and challenged him to a duel. It was agreed that the loser would have to leave the river bank. The two animals fought, all afternoon and into the evening. The zebra was becoming tired when suddenly the baboon pushed the zebra into the fire. A strange thing happened. The pain of the burning branches across the zebra’s back gave him a sudden surge of power! With a shriek of anger and pain, the zebra kicked the baboon clean across the river! He was gone. The zebra was not unharmed. Still today his milky white coat carries the stripes of the burning branches. This is to remind everyone of his bravery in the battle against the baboon!
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Explain what the baboon did to disturb the animals along the river bank. Let’s write
What gave the zebra extra strength during the fight?
What caused the zebra to get its stripes?
Do you think the zebra was brave? Say why.
Is this story a myth or is it true? Say why.
Let’s write
although
Fill in the best joining word in the sentences below. Choose from the words in the box.
and
because
but
or
when
so
unless
until
A simile compares one thing with another, using the words “as” or “like”.
Examples: Ami is as busy as a bee, getting people to fill in her questionnaire. The curry was as hot as fire. A metaphor compares things directly: Example: Ami is a busy bee. 1. School was different 2. I do my homework 3. Let us sit 4. I saw him leaving an hour 5. This is an expensive
I was five. I want to pass my test. wait here for the rain to stop. two ago. very useful book. TEACHER: Sign
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Term 2 – Week 7– 8
64
Make up your own myth Let’s write
Underline the similes and metaphors in each sentence.
Choose the correct meaning of each simile and metaphor from the box. Then write the meaning on the line under each sentence.
walks proudly
very soft
very angry
completely exhausted extremely untidy
You could see that the teacher was very cross. Her face was like thunder.
She has the gait of a peacock.
I was so tired when I went to sleep that my pillow was like a cloud.
The typical teenager’s room is a disaster area.
I felt like a limp dish rag after the ten kilometre hike through the mountains.
Write a sentence of your own that uses a simile to compare one thing to another.
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Change the singular to the plural. Make sure that you change your verbs.
Let’s write
The peacock struts up and down the lawn.
The pain of the burning branch across the zebra’s back gave him a sudden surge of power!
A large baboon lived on a river bank.
The peacock looked at himself in the water and saw how beautiful he was.
Let’s write
Write a myth (on the next page). Many myths try to explain how something came to be in the world.
Examples are: “How
the elephant got its trunk” or “How the rainbow got its colours” or “Why the moon comes out at night”. The characters in the myth may be super humans (people with special powers like Spiderman or Superman), or animals, or magical characters. The characters in myths have human feelings (they can feel happy, sad or angry). Write three paragraphs – a beginning, a middle and an end. Write a story people would to listen to.
Use a mind map to help you to plan your writing Write a rough draft Ask a friend to edit the draft Revise your text and make the necessary corrections Then write it neatly in your book.
that like
TEACHER: Sign HL_GR5_ENG_BODY_BK1.indb 135
Date
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Write the title of your myth here: First paragraph:
Second paragraph:
Third paragraph:
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y My dictionar
A a B b
C c
D d 137 HL_GR5_ENG_BODY_BK1.indb 137
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y My dictionar
E e F f G g H h 138 HL_GR5_ENG_BODY_BK1.indb 138
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y My dictionar
I i J j
K k
L l 139 HL_GR5_ENG_BODY_BK1.indb 139
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y My dictionar
M m N n O o P p 140 HL_GR5_ENG_BODY_BK1.indb 140
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y My dictionar
Q q R r
S s
T t 141 HL_GR5_ENG_BODY_BK1.indb 141
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y My dictionar
U u V v
Y y Z z
W w X x 142 HL_GR5_ENG_BODY_BK1.indb 142
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name:
book 1:
book 2:
book 3:
book 4:
book 5:
book 6:
book 7:
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book 7:
book 6:
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book 4:
book 3:
book 2:
book 1:
name:
